THE SCHOOL

I believe the school, composed of faculty, parents and students, is meant to reflect the
diverse values and beliefs of the community within which it resides, as well as stand for
its improvement. Like the development of a seed, a student needs an environment
conducive to growth. Such an environment is one that is safe, secure, and fosters the
potential qualities possessed by the individual. The school is a place where students,
faculty and parents work together to create an environment that is safe and fosters
learning to take place; it is a community haven where diversity is appreciated and unity
is recognized in the shared goals that promote academic as well as social well being and
progress.
THE SUBJECT MATTER
I believe both Social Studies and Language Arts education exist to reach all types of
learners from a diverse range of backgrounds, as these are elements that enrich the
classroom. As such, it is foundational for all learners to work on their reading and
writing in the content. It is the role of the educator to create a curriculum that is built
with opportunities for students to improve their literacy. Helping students learn how to
read and write in the content goes beyond the memorization of a series of factual
information and regurgitating information on paper; students need to build their skills
with the different levels of cognitive learning as identified in Bloom’s Taxonomy, which
revolve around reading comprehension and critical thinking skills. Thus, students need
help with their literacy in the content of every subject area in order to empower them as
independent and articulate thinkers.
Social Studies and Language Arts classrooms are where connections should be made to
help students understand and live in their worlds. I believe that Social Studies and
English curriculums should incorporate current issues, pop culture elements and content
that helps open up the classroom experience to the real world; students need to see
that both are educational experiences. As educators, we must not undermine the
classroom’s worth by creating an atmosphere that sends the message the classroom
exists as a separate entity from the rest of the world. Instead, we must invite the
experiences of our students and the greater outside issues of the world into our
classroom to create a relevant and progressive learning experience for everyone.
In terms of curriculum development, my instructional approaches align with Wiggins &
McTighe’s Understanding by Desig. This is an instructional design method I have
successfully incorporated into my teaching, where lessons are built around desired
outcomes and understanding can be assessed in various ways. It also involves essential
questioning that ties to fundamental themes and meaningful learning. Meaningful
learning is not just about lesson design, however; I have come to find that meaningful
learning takes place when students are sharing their ideas and views in class or within
small groups. Collaboration of sharing ideas and thoughts between students and the
teacher helps everyone identify, clarify, and think of new possibilities that may have
otherwise been overlooked. It is also a form of assessment, as students can learn from
each other things they may have missed, or clarify others. Thus, meaningful learning is
facilitated by the teacher and centered on student ideas, input and world

TECHNOLOGY IN THE CLASSROOM

I believe technology lends itself to the fast paced, global world we are emerging as. It is
critical to make use of the technological resources we have and learn how to utilize
them in the classroom. At the classroom level, technology is meant to be shared by
the students and the teacher and serves to promote an engaging and interactive
approach to learning. In addition, technology presents an opportunity to stay connected
with parents; classroom websites and blogs allow instant access for parents to stay
updated on their child’s education. We must not stop at the notion that technology is
something that students have already mastered and exists only for entertainment
purposes; we must stay committed to the ideal that to teach is to empower. Students
need to learn how to utilize technology in a way that promotes their ability to expand
their knowledge and apply themselves intellectually in order to make informed and
positive decisions.

THE SCHOOL AND SOCIAL PROGRESS

I believe the school and social progress go hand in hand, as education is the key to
every society’s transformation and growth. As the saying goes; if you think education is
expensive, try ignorance. Our world today reflects the poisonous effects ignorance has
on societies. It is the students who are our future leaders of the world, and we must
educate them in a way that inspires them to want to learn, have compassion, and be
knowledgeable about the world they live in, so that ignorance can no longer cause
human suffering and other evils. We must help our students identify alternative
solutions and understand multiple perspectives alongside fostering their academic and
social skills. I believe these serve as avenues for social change and the progress with
humanity.
I believe social progress needs to start with changes and improvements made in the
local community, through volunteerism and collaboration with others. While we should
strive to recognize ourselves as global citizens, change begins at the grass root level, in
the local context. Classrooms are an environment where the same moral values and
actions for social progress of a community can happen. What if every classroom
functioned off of the notion that everybody matters? What if we could apply that to how
we live at a national level? A global one? While these standards seem idealistic, I
believe they are also worthy of aspiring to live by. The experiences students have in the
classroom should remain relevant to those they have beyond the four walls; it is an
avenue for students to see their role as citizens and agents of change in their
classroom, community, and world.