I construct my learning spaces to foster an inclusive and supportive environment, which is crucial for the success of all students, particularly those who are underrepresented and underserved. My teaching philosophy is deeply rooted in the belief that strong, supportive relationships between students and educators are foundational to creating a sense of belonging and community within the classroom. Through my experiences and ongoing engagement with educational scholarship, I have come to understand that addressing the diverse needs of students involves more than just adapting pedagogical strategies—it requires a commitment to valuing each student's unique background and experiences.

 

In my learning spaces, I strive to bridge the gap between students' personal experiences and academic expectations by integrating culturally responsive teaching practices and feminist principles of collaboration. The first assignment, a discourse community research essay, centers student work around ideas of translingualism and envisioning student language work as that of "language architects" (Alvarez et al.). This essay invites students to explore the intersection of language and communication within their discourse communities, which is a powerful tool to connect students with their pasts and allow them to bring their personal histories into our collective learning space. By celebrating these diverse experiences, I create an inclusive and respectful classroom environment where students can share their intersecting identities and engage in meaningful discourse.

 

My role as an educator extends beyond content delivery; it encompasses facilitating a reflective and inquiry-driven learning process. I am dedicated to supporting students in articulating their educational and personal goals, and I construct the classroom as a space for open, honest, and sometimes intense discussion. This approach helps students explore how they want to shape their education and how their experiences inform their learning journey.

 

Recognizing and responding to my students' diverse needs is central to my teaching philosophy. I aim to provide academic content, mentorship, and personalized support. This involves offering timely and constructive feedback, being approachable, and making accommodations to support students in individual learning. My commitment to fostering community and belonging is integral to helping students connect their academic experiences with their values and goals.

 

My diversity and equity ideas have evolved through continuous reflection and engagement with scholarly research. For example, pursuing a Teaching English as a Second Language certificate has enhanced my ability to support multilingual students, and adopting a labor-based type of grading model has allowed me to address equity issues more effectively. Influenced by the work of scholars like Aso Inoue, I have integrated antiracist assessment practices into my teaching to better support students and address systemic inequities. I have participated in multiple equity-focused professional learning communities, including a three-unit Equity and Inclusion certificate and Folsom Lake College's DIG (Data Inquiry Group) for the Equity semester cohort group. 

 

My approach to teaching is characterized by a commitment to reflection, communication, and integrating theoretical ideas into equitable praxis. Like bell hook's call for the recognition of collective and individual experiences, my commitment to valuing students' lived experiences and my inclusion of all intersecting identities in my classroom ensure equitable student success at the University and beyond.