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My Teacher Ideology
Transcript of My Teacher Ideology
By Ashlea Leighter
I believe that all students deserve the right to a meaningful and equal education.
"Thus thinking critically not only requires constantly seeking out new knowledge, but also understanding the historical and cultural context in which knowledge is produced and circulated" (Sensoy & DiAngelo, 2).
that each student has an important voice in the classroom.
that the classroom is a place where students should be encouraged to be themselves.
every student's culture and I believe that diversity in the classroom can create a positive learning environment.
"For Monolingual English teachers, this role may mean not only finding ways of incorporating and utilizing the cultural and linguistic resources of their students, but also using students as resources for their own learning" (Franquiz, 218).
"The second example of an act of inclusion illustrates how one fourth-grade bilingual classroom teachers creates a context for language choice by promoting a classroom philosophy in which multiple languages are valued" (Franquiz, 214).
"The second element," in creating a critical classroom, "is the use of dialogue to foster an open exchange through which students come to better understand their own and others' realities" (Walsh, 55).
"That we not just think differently about what and how we teach, but that we also think differently about ourselves as literacy and language teachers, bilingual educators, and as Latinos/Latinas or non Latinos/Latinas" (Walsh, 55).
I learned that each student brings a special voice to the classroom and that without that voice everyone else in the classroom is missing an opportunity to learn something new from that student.
Volunteering in a dual language school has taught me a lot about the importance of having multiple languages and cultures represented in the classroom. Not only do students learn from each other, but I believe the teacher can learn a lot from their students as well.
FRÁNQUIZ, M. E., & Reyes, M. (n.d.). Creating Inclusive Learning Communities through English Language Arts: From Chanclas to Canicas (3rd ed., Vol. 75). National Council of Teachers of English.
Sensoy, O., & DiAngelo, R. J. (2012). Is everyone really equal?: An introduction to key concepts in social justice education.
Tinajero, J. V., Ada, A. F., & Walsh, C. E. (1993). The power of two languages: Literacy and biliteracy for Spanish-speaking students.