I choose to teach because of my deep-seeded passion of creating an open-minded, knowledgeable society; heightening pedagogical and “arts” intelligences; and fulfilling children’s curiosities by suggesting the ideology that all people have the abilities to think independently. The “Conceptual Framework” states: “We must keep the perspective that people are experts on their own lives”. I believe that an individuals’ existence is securing the aptitude of not only questioning others, but themselves, and continuously searching for individualistic answers, therefore, attaining self-governing goals.



Placing an abundance of trust in children provides them extensive motivation to succeed. I believe that the steeper an educator “sets the bar”; the higher the children will jump. The “Conceptual Framework”also explains that, “the educator is obligated to take the initiative in establishing trust between herself and the learner(s).” In forming a trusting bond, I familiarize myself with each learner, not as a “test score”, therefore grasping individuals “preferred learning style”. Children learn at various speeds and by different avenues; and I trust learners to search for answers through questioning so that I can implement guidelines, providing them with their particular needs. My expectations are not the regurgitation of taught philosophies, but understanding these philosophies and applying them into their every day lives.

Tomlinson asserts that, “the College of Education seeks to develop educators who engage in creative planning of instruction based on clearly stated curricular goals and know how to accommodate, adapt and diversify curriculum in response to differences in student needs and learning styles”.

In reference to my educational autobiography, the introduction of “art” into the classroom shaped my life. At an early age, attending art classes taught me structure; unconventional artists enlightened me of incongruity; and the act of painting, drawing, or sculpting adapted me to an effervescence of creativity. Art greatly assisted the forming of an artist; I graduated college with an Associates degree in Fine Arts and a Bachelors degree in Graphic Design. I believe that by introducing various forms of art into the classroom creates an atmosphere of openness, keeping education alive and diverse.

Teaching practices are just as diverse as the learners. I understand that it is imperative to recognize diversities as possibilities.

I often wonder if I would have had such an insatiable appetite to learn about other cultures had they not been introduced in my own classroom. I think that as a child, my curiosity was so powerful that I craved knowledge of “whom” these different people were, why they spoke differently, or looked “different”. I believe that educators need to embrace this phenomenal variences, as educators are forced into learning more about particular ethnicities to adapt teaching theories to individual learners. 

Several relationships are relied upon to enhance the teaching and learning experience; teacher-student; parent-teacher; student-parent, and student-student; creating a circle of security. The community of parents and teachers must have cohesive, reliable, consistent communication to gauge children’s comprehension and learning curve. These relationships need to be open and honest, reality is that not all people can get along all the time, but we must overcome differences and fight for the common good, always placing the learners in the front line. Jonathan Kozol speaks best when stating, “Pick Battles big enough to matter, small enough to win”.




I’ve always viewed and questioned the world through the eyes of an artist. I believe that art & children have a lot in common; I look upon a child the same manner that I do a blank canvas. An educator is an artist, in the end representing a “masterpiece” of implemented ideas sculpted over time with patience, creativity, and guidance.

Physical materials are needed to complete these works of “art”; type of media(s); (whether it be the canvas or the learner) and the proper tools to complete the assignment (pens, notebooks, brushes, paints, canvas, etcetera). 

The imagery of a “finished piece” should be predetermined: what is it needs to be said; who or what is it that is presented, and how? Disruptions of any sort are subtracted from the equation, interferences are not tolerated.



A “masterpiece” creates its’ own definition over time, ideas are born from ideas and the piece takes on its’ own presence. 

On occasion, there our “blocks” that occur; when “continuance of the path” ceases and guidance is promptly put into play.

There is never a time limit on the “masterpiece”; some pieces can take hours, others days, and even others, months, or years. As often stated, "Rome was not built in a day", neither is the education of a child. 

No two “masterpieces” are exactly the same. 

When the basic materials are provided, curiosities met, guidelines administered, creativity allowed, and distractions averted, it is only then a "finished piece" will be determined.

“Masterpieces” are truly wondrous when they cause other individuals to question themselves, leading to knowledge gained by all.



Buddha proclaims that, “A man should first direct himself in the way he should go. Only then should he
instruct others”.

I know in my heart of hearts that I have directed myself in the right avenue in my life, I wish to instruct others and assist them in discovering their individual path. 


teachers toolbelt

In my short time in & out of various classrooms, I have put together my own "tool belt" of sorts where I need not place only material objects, but, ideas that keep me forging ahead positively!

*Below notations are actual links that may assist one in creating lesson plans, rubrics, or the usage of manipulatives in the classroom.