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WhyEnglish?

IwasoriginallymotivatedtopursueacareerasanEnglishteacherbecauseIthrivedinthe
discussionatmosphereofmypreviousschoolingandlookedforwardtopromoting
stimulatingconversationsaboutliteraturewithmyownstudents.However,myteaching
experiencehasinspiredashiftintheroleIseeformyself.Inowfeelapersonal
responsibilitytogivestudentsthetoolstoquestiontheirworldandthenbecomeactive
participantsinit.Literacyisthekeytodevelopingindependenceandasustainable
community.Therefore,developingtheuseoflanguagebothverbalandwrittenasan
EnglishteacheristhemostimportantjobIcanimagineformyself.

PerspectivesandAuthenticRelationships
ItisimpossibleformetoignoreanEnglisheducatorsroleinsocialjustice.Inmyclassroom
weexploretextsthatrepresentdiverseperspectivesinordertobetterunderstandand
connecttopeoplewhowerepreviouslyunfamiliar.Whilethecanonhasbeenheavily
influencedbywhitemales,Iamdedicatedtoavoidingaseeminglyexclusivenarrativeby
selectingmaterialfrommulticulturalwriters.Alongwithexpandingourclasssworldview,
Iaimtoreflectmystudentsdiverseidentitiesintextchoicessothatmyreaderscan
personallyconnecttothestories.Cultivatingauthenticrelationshipsthroughextensive
knowledgeofallstudentstheirliteracychallenges,culturalbackgrounds,homelives,and
interestsisessentialinordertoteachtoaclassofindividuals.Mygoalistonurturea
progressiveclassroomcultureinwhichwecometogethertoinquirewithopenmindsand
empathyforhumankind.

AssessmentandFeedback
Iamparticularlydrawntotheinherentgrowthpotentialofthewritingprocess.Regular
writingpracticeshouldbereliedonasamodeoflearning,ratherthanagraded
measurementofknowledgeinwhichstudentsdeveloptheirideasthroughcontinuous
reflectionandrevision.Itisimportanttoemphasizeprocessoverproduct,withgraded
scaffoldsalongtheway.Iprovidedifferentiatedwritingfeedbackduringratherthan
afterstudentscaneasilyanticipatefinalwritinggradesbasedontheworktheyare
willingtoputin.Studentshaveconsistentlyhighexpectationsthatarewellcommunicated
throughrubricsbutaccessiblethroughpersonaleffort.Aswritingisanexplorationofones
self,itisessentialthatstudentsreflectontheprocessofwritinghavingfinishedthe
product.Inthisreflection,studentstakeprideingainedknowledgeandnewwaysof
thinking.

EngagementandManagement

Studentsbecomemotivatedwhentheyseetheworkasmeaningfultothemselvesas
individuals.Therefore,themosteffectivebehavioralmanagementstyleistoprovide
studentswithtasksthatareengagingandhaveobviousimportanceintheirlives.

Inmyclassroomyouwillsee:
connectionsbetweencoursecontentandrelevantcurrentevents
studentsreflectingontheirpersonalexperiences
highenergyactivitiessuchastakeastand,speeddatingrevision,andgrammarcharades
studentsusingaccessibleandexcitingtechnologylikekahootandpeardeck
flexiblelearningspacesandfrequentmovement
visualmaterialincludingvideos,graphicnovels,andstudentartwork

IaminthebusinessofmakingkidssmarterbutthisisonlypossibleiftheyknowthatI
valuetheirtime.Therefore,Iamdevotedtofindinginnovativeapproachesthatinspire
studentstocometoclasseveryday.

VoiceandCommunity
Studentsaremoresuccessfulwhenactivelyparticipatinginclassroomdiscussion;hearing
andrespondingtopeersiswherelearningtakesplace.Ipromotefullclassparticipationby
openended,debatable,andengagingquestions,tangibleconnectionstostudentlives,prior
textpreparation,andacultureofsharinginwhichgroupsandpartnersreportforeach
other.Ivalidatestudentvoicebysettingtheexpectationsthattheirideasareimportantto
theclassroom.Whilethisvalidationisntalwaysassuringastudentthattheyareright,I
facilitateinordertotransformalldiscussioncontributionsintosomethingthewholeclass
canaccess,question,respondto,andgrowfrom.Throughthisprocess,Iamthrilledto
witnessanewconfidenceinstudentsthatdirectlytranslatestocriticalthinking,enhanced
writing,andreducedbehavioralmanagement.