My Vision of Education - A Journey Across the Bridge of Self

 

Finding Your Voice: Exploring Identity and Diversity Through Language

Finding Your Voice: Exploring Identity and Diversity Through Language

 

Teacher Leadership for Long-Term Student Accomplishment

 

My goal as a teacher is the integral formation of the students. I want them to know themselves and use this self-knowledge to deepen their learning of English. From there, they can develop their goals, strategies, learning experiences, and understanding of the world, ultimately taking ownership of the learning process. The success of this process is based on the balance between what they learn about the subject matter and what they learn about themselves. To achieve this balance, I have been developing a classroom structure with specific elements and strategies, which I will share below. I hypothesize that a teacher's success is ultimately determined by their ability to foster an environment that promotes long-term learning and personal growth for their students.

The first element to consider in building long-term learning is creating a classroom where the learner is at the center of the learning process. To achieve this, we must always start with the why by clearly communicating the objectives to the students. These objectives must align with transfer tasks, which are tasks that allow students to apply what they have learned to other areas of their lives, reinforcing their learning. Next, we address the how, demonstrating the strategies we will use to acquire knowledge. These strategies should incorporate voice and choice, giving students options and allowing them to use their strengths to interiorize and personalize their learning. An example of these strategies, based on Universal Design for Learning (UDL), includes graphic organizers such as mind maps, timelines, and Venn diagrams. Finally, we evaluate the results of their learning process through student-generated projects presented to an audience. Again, it is essential to include voice and choice, considering both students' strengths and areas for improvement.

The second essential element is to cultivate a safe learning environment. This is achieved by emphasizing the positive aspects and providing continuous, actionable feedback that guides students in making decisions and improvements throughout their learning journey. An effective strategy for this is "stars and steps," which begins by highlighting students' strengths (stars) and then suggests areas for improvement (steps). It is critical to demonstrate to students that learning involves both successes and learning opportunities, fostering a culture in which everyone, including teachers, continually learns and grows. Creating a safe environment also affirms learners' importance and emphasizes a collaborative spirit in the classroom. This collaborative approach instills in students a sense of ownership, showing them they contribute to building the classroom environment. In addition, involving parents or guardians in their children's learning process, such as through interactive assignments or designated times when parents can directly participate in their child's educational journey, improves learning retention by linking academic experiences with positive emotional connections.

The third element builds on the previous ones and allows learners to expand their comfort zone. It involves encouraging them to apply their metacognitive knowledge, which is their awareness and understanding of their thought processes, in challenging situations. For example, students can create a legacy and a lasting impact on the school community by applying their learning to serve others. This fosters a sense of belonging and ignites their motivation by witnessing the tangible results of their education.

These elements contribute to a common goal: fostering students' long-term learning and personal growth. This goal depends on effective teacher leadership: a supportive and adaptive approach that balances structured planning with responsiveness to students' changing needs and learning processes. This leadership cultivates teamwork, instills confidence in students, and empowers them to meet challenges collaboratively. Ultimately, this collaborative growth defines true teacher success.

Speaking from the Heart: The Power of Language in Education - Reflection

 As Nelson Mandela said: "If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart". 

Language is a way of expressing what we carry inside and what moves us; it is a way of knowing ourselves and sharing sensations, feelings, and thoughts. Therefore, we must give our students the conditions to express themselves freely. A safe and caring environment fosters a common language beyond mere spoken words. To achieve this in the classroom, we must consider inclusion, diverse experiences, and different ways of learning.

Language is a collaborative construction in the classroom between teachers and students, where each contributes to generating a shared language. This dynamic can be observed if we compare the first day of class with the last; a look, a word, and a smile become compelling forms of expression.