As a teacher, I strive to facilitate growth in all of my students. It is my goal to develop their language (English and Spanish), while also reinforcing cross-curricular and academic capabilities that will help them throughout and after their time in high-school. We do this in a collegial atmosphere that also helps them practice positive social skills. As I work to inspire growth in my students, they simultaneously inspire growth in me. By building positive relationships with my students, observing their work and levels of engagement in different lessons, and thoughtfully reflecting on the strengths and weaknesses of my teaching practice, I can grow and develop into the best teacher I can be.

After this year of teaching I am more convinced than ever that balancing a combination of routine and spontaneity is, I believe, at the heart of an engaging classroom. In my class we all have notebooks, consistent bell-ringers, and days that are assigned for different language modality practice. These routines give the students a consistent structure, and the natural comfort of knowing what to expect.  Within that existing framework, we get creative. I am a firm believer in review games, and constant informal assessments. Now, my students know exactly what is expected of them when they come into class. They know what kinds of resources they should be using to take notes. They know they will be forming small groups to work on review games, and activities, and they know they will be expected to share in a whole-class discussion. They know to return their desks back to rows in the last five minutes of class. These routines and clear expectations save time, improve classroom management, and make learning more meaningful.

What students do not know, is what off the wall topic we will be discussing. At times we discuss fun, even whimsical, topics like lucha libre, foosball, or comic books. On other days we will be having a philosophical debates about immigration, miscegenation, or the role of government. Balancing routines with the unexpected is difficult but crucial.

As I reflect on my growth I see a huge variety of influences that have brought me to my current understanding of teaching and learning. My mentor teacher and his focus on building relationships with students, my ESL mentor’s focus on building cross disciplinary academic literacy in all of my students. Clark’s focus on powerful reflective teaching and learning. I think these influences, combined with my background knowledge and experiences, are constantly pushing me to be a better educator.