MY TEACHING PHILOSOPHY
The field of education is an immersive and engaging career for students and teachers alike. I am aware of how important quality care and education are, and I hope to someday work in a classroom where I can have the same great impact on the next generation. My personal philosophy emphasizes social-emotional learning and language development in both ASL and English. I believe these elements, as well as supporting social justice and equity in education, supporting learner diversity, and the ability to support students with disabilities, contribute to the makeup of a competent and skillful teacher.
A high-quality educator supports equity and social justice in the classroom and field of education by educating about and creating an environment of equity for all students. As an educator, I am aware that it is my responsibility to recognize my place in society as someone who has influence on the next generation. It is the job of the teacher to create a classroom culture and atmosphere where all students feel welcomed and are safe. The materials utilized and displayed in the classroom should be representative of all cultures, including the cultures of the students in the classroom. All students and their families should be supported through the teachers’ education of students in a culturally competent and responsive way, including education regarding social justice.
As an educator, I recognize the weight of my role in the field of education and that it is my duty to dedicate my career to the betterment of learners, committing to equity and inclusion in schools and communities. The issues in education are broad and structural, particularly in the context of Deaf education and the larger Special Education and English Learner system. I also must reflect on my lived experiences, how these contribute to my passions and interests, and how I can use these to specifically support and better my community. Using my preexisting knowledge of the Deaf experience, I see firsthand the importance of effective access and education for d/Deaf and hard-of-hearing students and their families in schools. My central concern is how classroom culture and communication practices can either enable or hinder the ability of deaf students and their families to engage meaningfully in learning. I have seen firsthand that hearing educators’ lack of understanding can unintentionally create barriers for deaf and hard-of-hearing families and CODA students. Therefore, I am committed to addressing this challenge by utilizing my passion and applying my skills to better the outcomes for deaf learners and their families.
As a hard-of-hearing individual and a CODA, I grew up in several different areas, from areas of strong Deaf community to areas of complete linguistic isolation. I have attended Deaf schools, immersed in ASL and community, to deaf desolation in hearing classrooms. Because of these experiences, I see the dire importance of effective, consistent, equitable access for deaf individuals and their families, as well as the consequences of what happens when this is not achieved. This issue affects all, including children and adolescents with disabilities, English Learners, and students of ethnic diversity, as situations of poor access for one group are reflective of inequitable access for all.
I am drawn to education to support students like me who have been historically underrepresented and underserved, because I know how significant even one teacher can be. I have had several teachers who altered my world as a child, and I strive to be the next teacher who has that same impact. As someone who has a direct impact on the learning of others, I look to be someone who continuously reflects, to serve to the best of my ability as a just teacher.