As a teacher, I want to create and foster a classroom environment and an interdisciplinary

curriculum that are developmentally appropriate and culturally responsive. The classroom
environment that I set up embraces diversity and a sense of community. The interdisciplinary
curriculum celebrates each individual students skills and talents, and making mistakes is part of
the learning experience. Learning is nurtured by a curriculum that is responsive and accountable.
Therefore, Lev Vygotskys sociocultural theory and Arnold Gesells maturational-developmental
theory influence my teaching philosophy and serve as a roadmap for learning and teaching.
I learn from my students as I listen to their thoughts, ideas, contributions, and interactions
with their classmates. Through observations, I get invaluable feedback from my students, which
helps me provide them with better learning opportunities. Mooney (2013) stated, He [Vygotsky]
believed that teachers need to use those observations to determine where children are in a
learning process and where they are capable of going, given their individual needs and the social
context that surrounds them (p. 102). During math workshop, I check in with individual
students as well as math partners to gauge their thinking process as they solve problems. I
scaffold for my students when I notice that they are ready to go to the next step. Students learn to
self-reflect and self-assess what they are learning. They show ownership of their work and
accomplishments in the classroom community in positive and meaningful ways.
In my classroom, learning is exploring or researching, thinking critically, manipulating
with materials, working in groups or with partners as well as individually. Depending on the
learning targets, students can work in heterogeneous groups for some kinds of activities such as
math games. I observe how they learn to support or advocate for one another. In my classroom,
my students support each others learning and learn from each others experiences. According to
Mooney, They develop language skills and grasp new concepts as they speak to and listen to

each other (p. 101). Learning, therefore, is inclusive as my students gain perspectives from one
another. Through this process, they develop values such as understanding and empathy, and
apply them to their learning experiences. Learning is, essentially, a process that constantly
evolves or changes for each of my students, and so it does for me as their teacher.
Teaching is both challenging and rewarding as I am learning to develop an
interdisciplinary curriculum that is both developmentally appropriate and culturally responsive.
In addition, formally and informally assessing my students will help to differentiate the lesson
plans I create and teach. Focusing on students development of skills is key for the creation of
effective teaching practices and strategies in my classroom. For example, when I introduce a new
math game or activity, I invite my students to join me on the rug area by sitting in a circle. This
set up allows me to model the game and facilitate a discussion about it. I support teaching with
visuals, music, or other materials that engage my students in varied ways. Ultimately, my
students support one another by answering each others questions or adding on comments during
the lesson.
When my students are working on independent work at tables, I check in with them
individually and conduct conferences. I usually bring a chair with me and sit next to them to
provide them one-on-one attention and support. Checking in with them allows me to document
their work, quotes, and anecdotes that are windows into their learning and thinking processes. It
also allows me to pan for interventions or accommodations that will support my students
learning. In addition, I provide my students with technological tools such as iPads to self-reflect
and self-assess, which teaches them to become independent learners.
Students will learn to advocate for their learning as well as their social-emotional needs.
Teaching my students the social skills they need to interact with people will help them address a

social or emotional issue with their classmates. Ray references Gesells maturationaldevelopmental theory when she states, Each child can be expected to cycle through periods of
time during which they feel a sense of belonging in their own bodies and world, and periods
during which they feel out of sorts, or at odds with themselves and others (p. 6). When my
students go through this period, I want them to practice working out a problem with a classmate
or friend using strategies such as saying I didnt like it when Using strategies to work
through a problem is key to learn how to cooperate with others. Therefore, I want my students to
know that they are community builders, and that they can explore how they can build and
contribute to a classroom environment that is friendly and cooperative. These experiences will
impact my students greatly as they grow and learn to face daily challenges, conflicts, and
successes in their respective communities.
Each of my students is entitled to a safe place where they can be the whole person they
are or are working towards according to the experiences that they bring with them each day. The
classroom environment should embrace, nourish, and respect the integrity of each my students.
My students and I will build a classroom community of trust and meaningful relationships. In
essence, I want to be an activist and an advocate for my students, as well as learn from their
experiences in and out of school, their homes, and respective communities. I want my students to
learn to be their own advocates and to transform their learning experiences into meaningful tools
and skills to use as citizens of this world.

References
Mooney, C. G. (2013). Theories of childhood: An introduction to Dewey, Montessori, Erikson,

Piaget, and Vygotsky (2nd ed.). St. Paul, MN: Redleaf Press.
Ray, D. C. (2016). A therapist's guide to child development: The extraordinarily normal years
(Ed.). New York, NY: Routledge.