Jessica Rodriguez

Vision Statement

Becoming an educator is not something I dreamt about when I was younger. As a senior in high
school I chose a different career path, I was certain my journey would continue with that my original
choice. However, I had the opportunity to work with students and I realized that teaching was my
calling. I believe choosing to become an educator is not a choice necessarily, it is truly a calling. Teaching
students will be a rewarding and challenging journey.
As an educator I will make sure my students know they are capable of doing anything and feel
included. Providing a welcoming and learning environment, making my students feel welcomed into my
classroom is very important for their learning. Providing social skills to my students to bring them out of
their shells is also important. Teaching based on how my students learn, and giving them equal
opportunities will be a vital support I give to my students. I wish to make an impact on my students
while making them lifelong learners. I want to be a piece of their puzzle, helping them make their mark
on the world.
Emotions drive attention, create meaning, and have their own memory pathways (Brain in
Mind, LeDoux, 1994). It is important as an educator that my students always feel a sense of belonging. I
would like to teach students of special needs. As their teacher I will make sure my students know that
they are capable of anything despite their disabilities. Students need to know that “emotions do not
define them.” (Jensen, 1994) We all experience different emotional states. Just because a student may
be in an unmotivated state does not mean that our students are unmotivated. I will never label my
students based on their emotional state. Helping my students learn how to control and maintain their
emotional states throughout their day will make them better learners. Students will know who ever,
whatever they go through, they are an important part of our classroom family.
My job as a teacher is to provide my students with a welcoming and comfortable learning
environment. Chapter six in our text book Teaching with the Brain in mind (Jensen, 1994) gives plenty of
ideas on creating a great learning environment. As a future special education teacher, I will consider my
students’ sensitivity needs. For any classroom, maintaining a constant adequate level of bright lighting in
your classroom will decrease drowsiness by suppressing the melatonin in a student’s brain. (Jensen,
1994) Natural lighting is a great alternative, allowing the sunshine to come through the windows. The
brain is extremely temperature sensitive. Temperature is a factor that significantly affects cognition
(Jensen, 1994). Keeping the room temperature at a comfortable degree will help my students stay
focused and learn. Hotter temperatures can cause increase anxiety and aggressiveness. I would not
want my students to have any aggression towards one another. My students will respect one another
and learn to be a family.
Students may not have the social skills to build a classroom family. I will provide my students
with activities to help them build those skills. Bringing students out of their “shells” can help bring
comfort to them in being in our classroom. It is also important to group students yourself. Students
need to be around all their classmates, not just who they are familiar with or their friends. They can
learn from all their peers. “By assigning students to heterogenous groups, we avoid having teams of high
achievers and teams of low, teams of one race and teams of another” (Kagan, p 11.1). Cooperative
learning with my students would be an effective way to help them gain or strengthen their social skills.
The strategies and activities in our text book Cooperative Learning (Kagan, 1985) have students team
build and create a class family. With special needs students, including them into their general education
class will be where they can pick up social skills. Also exposing them to their general education
classroom environment and peers will help them gain social skills step by step. Keeping in mind that
students need to be taught the way they learn is the key to successful students.
 Jessica Rodriguez
Vision Statement

My students will receive equal learning opportunities, considering all their needs. Equity in
excellence for ALL learners (Texas Teacher Proficiencies, 1994), insists that it is important to teach all
students, no matter their struggles or their advancements. As an educator I can ensure that my students
will be accommodated according to their needs. If a student of mine comes into my class and there are
labeled special needs, I will make sure that they receive all the help they require. Some students may
require assistance with adding more challenging activities or work because they may be considered
gifted and talented. Students are in school to learn and it is my job to give them materials and instruct
content in the way they understand. Finding that I project something that is not understood, I will
change my approach and reteach it so that my students retain the information. Learning is a student’s
job while at school. A a teacher it is my job to aid in their learning and make sure they grow with their
knowledge gained.
An educator thrives to have students become lifelong learners, making sure their students feel
welcomed, that they have a safe and comfortable learning environment, and gaining social skills. I will
make sure I teach all my students the way they learn. I would not be the teacher that my students
deserve if I did not teach with them in mind. My students will be my priority and helping them grow is
my job. Molding minds that will make a mark on this world is the most exciting journey in which I will
partake.
 Jessica Rodriguez
Vision Statement

References

Kagan Cooperative Learning

Kagan, S., & Kagan, M. (2015). Kagan Cooperative Learning: Dr. Spencer Kagan and Miguel
Kagan. San Clemente, CA: Kagan Publishing.

Teaching with the brain in mind

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision
and Curriculum Development.

Texas Teacher Proficiencies (1994)