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Individual Student Profile: Philosophy and Goals

Kristin Dephilippo

BE5013 Foundations of ESL and Bilingual Education

Dr. Kelsey Carroll

February 13, 2022

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Individual Student Profile: Philosophy and Goals

Introduction

The goal of educating students is to produce students who have confidence and feel

successful so that they can grow into successful members of society. In order to create this

success with students, one must first create a classroom for each and every student to see

themselves through mirrors, windows, and sliding doors. Before instruction even begins,

teachers must create a nurturing environment where students can feel like the classroom is

similar to a second home. Every student has the ability to learn, but often there are environments

and activities that allow the student to become engaged in his or her learning experience. This

can make all the difference in a student’s ability to excel. Teachers hold that responsibility on

their shoulders and continue to educate themselves on the most current strategies and reading

about the most engaging activities is what can assist a teacher in creating the perfect environment

for every student.

Goal One

First, it is important for teachers to have resources to begin to create that perfect

environment for each student. My first goal for this program is to create a resource for resources

that is a living and changing document that encompasses activities and strategies that are

successful with ELL students. This document should allow the user to sort based on the

language level, discipline, and skill set. In addition, all teachers will have the ability to add new

resources and provide personal reviews for resources they have tried in their own classrooms.

My personal fear before starting on this journey was my inability to connect with my new ELL

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students. My native and only language is English. The thought of trying to communicate with

students who did not speak English was intimidating, to say the least. Therefore, my goal is to

assist not only myself but also my colleagues who are feeling similar anxiety with teaching the

ELL population. Having a resource to find materials that can enhance current units and lessons to

make them more accessible and genuine for the ELL student is the focus of this goal. This

resource document will assist teachers in creating that perfect environment for the student so that

the line of communication, although perhaps in different languages is still open. Overall, the

goal is to create a resource that can be alive with new additions as colleagues learn successful

ways of reaching and teaching our ELL students.

Goal Two

Creating a culturally responsive classroom is the second goal of my journey. Research

shows that “If we are to remove from students the burden of having to learn under unnatural

cultural conditions, all teachers will need to become culturally responsive to students from CLD

backgrounds throughout their instructional processes” (Brown, 2007, p. 61). In my current

classroom, there are many different culturally diverse backgrounds to celebrate. It is easy to see

that students want to share their diversity in the way they light up when asked what their families

did over the weekend or over a long break. When a teacher takes the time to recognize student

traditions it creates a relationship that helps the student really feel that each lesson is for him and

not only for the other students in class. This in turn creates richer more meaningful discussions

in class that promote all of the difference and background experiences of each student. My goal

is to embrace each culture represented in my classroom and to learn as much as I can through

family interaction and communication, research, and just talking with the students. I will

integrate culture into my lesson plans so that students have a safe place to share and learn while

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giving me the opportunity to broaden my understanding of each individual in my class. It is

important to create a culturally responsive classroom to create a learning environment where all

students can be successful.

Goal Three

Goal three is to increase the amount of culturally diverse texts that are read in the

curriculum to improve literacy instruction throughout my school district. This is a huge

undertaking since currently, the district has very few culturally diverse texts on its reading lists.

The good news is that this current school year, the district implemented an Equity and Diversity

committee to address these types of inequities. I volunteer my time on this committee and I am

committed to finding resources to uncover texts that unlock cultural diversity for all students.

Over the course of my journey to ELL certification, it is my goal to begin and continue reading

literature that can give all of our students mirrors. Students need to see themselves in the

characters that they read about. It was powerful for me to read, “The implementation of

culturally diverse literature in classrooms occurs when teachers make it happen” (Boyd et al.,

2014, p. 380). I am driven to increase cultural diversity in the district literature and therefore this

is my goal for this program.

Conclusion

All in all, the personal philosophy that I hold dear to my heart is that students must have a

space where they feel comfortable and included to learn and be successful. This cannot happen

without. Teacher education is a huge part of this philosophy and therefore is the reason that my

goals include my entire district and not just myself. It is important for my colleagues and myself

to have resources to draw from that are shared and test amongst colleagues. Continuing my own

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education, intentionally reflecting upon my own successes and failures, and focusing on making

my classroom and my school district culturally responsible in a number of ways is how my goals

will be achieved.

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References

Boyd, F. B., Causey, L. L., & Galda, L. (2014). Culturally diverse literature. The Reading

Teacher, 68(5), 378–387. https://doi.org/10.1002/trtr.1326

Brown, M. R. (2007, January 1). Educating All Students: Creating Culturally Responsive

Teachers, Classrooms, and Schools. INTERVENTION IN SCHOOL AND CLINIC, 43(1),

57–62.

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