I am an early childhood educator because I truly love what I do. I love helping students learn and grow by creating hands-on experiences that bring them joy, spark curiosity, and encourage critical thinking. I create a safe learning environment where my students feel welcomed, loved, appreciated, and supported. I respect my students and honor each of their unique skills and interests, while cheering them on and supporting them. I want my students to become kind humans who care for the world around them, are inspired to problem-solve, and are lifelong learners.
          A quote that one of my 8th-grade social studies teachers said to my parents once during a parent-teacher conference has stuck with me for the rest of my life. He said, “April is in charge of her own education.” This quote has stayed with me as I’ve grown as an educator. Although my students are young, this is the time to create lifelong learners who enjoy learning. I want them to enjoy school and view learning as meaningful and exciting. Their current experiences will help shape their thoughts about learning and school in the future. Moreno (2010) stated that students with higher motivation to learn are more likely to learn and achieve than those with lower motivation (pp. 361-362). I want them to have a growth mindset and have intrinsic motivation to learn and do their best. I create hands-on experiences for my students, provide many opportunities for learning through play, and provide explicit instruction in all areas.
          In early childhood, children’s brains are rapidly growing. Campana (2024) stated, “During the years from birth to age five, a child’s brain goes through a significant amount of growth” (p. 1). It is important to focus on the whole child and provide instruction and learning opportunities that help foster all areas of development. This isn’t just academics; it’s also social-emotional learning, communication, and motor skills. I differentiate instruction for my students so that everyone has access to learning opportunities.       
          Through my courses and my experience in the general and inclusive preschool classrooms, I have learned new ways to differentiate instruction for my students, create meaningful interventions, and provide appropriate modifications and accommodations. Each child is unique, and so are their learning needs and interests. My role as an educator is to understand how my students learn best and provide the tools and support they need to succeed. The Universal Design for Learning (UDL) explains that “It is important for the learning environment to embed a variety of tools, resources, and supports to promote successful engagement with the learning goal and to ensure learners find challenges that are optimally motivating” (2024).
          To provide my students with effective instruction, I need to not only consider their interests, strengths, and needs but also make data-driven decisions. I believe that both formative and summative assessments are essential for understanding what students have learned/are learning and for planning effective instruction. McLachlan (2022) explained that assessment for learning occurs when teachers use inferences about children’s progress to inform their teaching. I use progress monitoring to ensure my students with Individualized Education Programs (IEPs) are making progress towards their IEP goals.
          I use Functional Behavior Assessments (FBA) to understand student behaviors and Behavior Intervention Plans (BIP) to create a plan to address them. All behavior is a form of communication, so my job is to figure out what my students are trying to communicate to me and help them find strategies to demonstrate appropriate and safe behaviors and interactions with others. Feeney (2022) explains, “When students act in dysregulated ways or in ways that don’t meet teacher-prescribed expectations, part of their communication is already evident: this is the best way I know how to meet this need” (p. 4). I use other assessment strategies and tools learned during my program to help identify students’ needs and monitor their progress. This understanding guides how I respond to behavior and develop appropriate supports for my students.
          Collaborating with other professionals and families has helped shape me into a stronger, more well-rounded educator. I believe in creating relationships with students, families, and other professionals. Together, we can communicate and collaborate to help meet the needs of our students and learn from each other. The relationships that I have built and the collaborative efforts that I have put in have helped me become a leader in my program. This year, I had the opportunity to mentor another teacher, collaborate with professionals across settings, and strengthen my communication strategies. I believe that building strong relationships with students and families is an essential part of creating a safe and welcoming classroom environment.
          At the beginning of the school year, I worked hard to get to know my students and their families, including their interests, culture, strengths, and weaknesses. This information can be used to make learning interesting to my students and demonstrate to families that I care about them. According to Friend (2022), one-way communication is often necessary for efficient information sharing, but two-way structures are essential for effective communication and productive relationships with families (p. 298).
          Throughout the school year, I maintain open communication with my students’ families about what we are working on in the classroom and their child’s progress. I help provide tools for families to use at home with their children to help continue their learning. Friend (2022) explains, “understanding the culture of a student’s family is fundamental to understanding and effectively serving the student because a family’s culture contributes significantly to its structure, values, and beliefs—all critical influences on the student” (p. 289). To help honor families and their culture, along with honoring other cultures and teaching anti-racism, I create meaningful lessons that are culturally responsive. Cresswell-Yeager (2021) explains, “Culturally responsive teaching provides a framework for which we can aspire to better serve all students in our classrooms” (p. 1). I intentionally incorporate opportunities for students to learn about diverse cultures and identities, helping them understand their own uniqueness and how to honor others.
          By using a variety of teaching strategies, trauma-informed practices, and a focus on the whole child, I create a culturally responsive and inclusive classroom. I make data-driven decisions and create engaging, hands-on learning experiences that are fun and meaningful. With procedures and clear expectations in my classroom, my students understand what is expected of them. I differentiate lessons for my students and create meaningful lessons and interventions so that they can learn. My classroom is a safe space where students feel respected, valued, and are encouraged to foster a growth mindset.