A Broad View of Education "Those who educate children well are more to be honored than they who produce them; for these only gave them life, those the art of living well." -Aristotle

Identity: It is important to have a clear identity of yourself as well as knowing your roots so you can have a better understanding of diversity in education. As much as you know yourself in a general form like your abilities, skills, and philosophy toward the career of teaching, the better you can develop instruction in a classroom. Teaching takes enrichment of knowledge and multicultural is one of the most important factors for teachers to know about, so the combination of your own identity and multicultural knowledge may create a successful teaching skill. Certainly, the more you know of your identity, the better you will perform in a classroom setting.

Teaching Strategies: Week 2: The Individualized Education Program (IEP) and People First Language. I believe it’s important for us to know what the IEP is in order to be able to help our students since it includes certain information about the child and the educational program designed to meet his or her unique needs. It is important to understand the concept of People First Language because it talks about the people that have disabilities and how they are not different from people that do not have a disability. According to Snow (2001), “They are people: moms and dads; sons and daughters; employees and employers; friends and neighbors; students and teachers; scientists, reporters, doctors, actors, president, and more. People with disabilities are people, first.”

Week 3: Cultural identity and culturally responsive teaching. I believe that if we really reflect on our cultural identity it would impact us as future teachers in so many ways. Being a teacher with a different culture other than American could be an advantage and I’m pretty sure it would have a big impact toward my students simply because of my knowledge of two languages. I also believe it’s important to know what cultural responsive teaching is because it plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and our students.

Week 4: Co-teaching and Planned and Unplanned parent conferences. Co-teaching is important for me as a future classroom teacher because it’s the instruction of two or more teachers at the same time in the same physical space to a large and diverse group of students. No teacher will ever know when she will be partnered with another teacher so it’s important for me to be aware of co-teaching. I also think that planned and unplanned parent conferences are very critical. The reason is because planning a parent conference leads to an effective conference. An unplanned parent conference I believe is more important to take into account because parents can get angry and I want to be prepared in a situation like this. I want to understand the angry parent and how not to feed into their anger and how to overcome my fear of an angry parent.

Week 5: Differentiated instruction and the four steps to planning differentiation. Differentiated instruction is important because every child has a unique way of learning. Based on Developmentally Appropriate Practice theory, we have to take into account the age of children as well as their learning level to give them any task. Differentiated instruction combined with DAP theory helps teachers scaffold their student’s one on one instruction when classroom activities are present. The four steps for planning differentiation are important to be followed as they are a sequence to keep the student engaged in any activity. If we skip one of these steps, the student may get frustrated as we may be excluding his/her starting point or limitation of prior knowledge.

Week 6: Response to Intervention and Tiers. Response to Intervention is important for me to understand as a future teacher because in order for children with disabilities to be successful academically need the support of prepared personnel. These personnel include specialists and trained general teachers. I will keep a close relationship with the specialist to keep up with individual instruction to my students. The exchange of ideas in such partnership can lead to a successful ending toward the student’s lack of skills. Along with Response to Intervention there are three tiers to take into account that help the student accomplish a goal. Based on observations, teachers target the objective of tier one and they decide if the curriculum is meeting the students’ needs at a performance of a grade level benchmark. So it is important for me to know that 80% of students are at this level. Tier one and tier three are for students who are not at benchmark level.

Week 7: Arrange the Physical Space to Establish a Positive Classroom Climate and Guiding Principles to Create a Positive and Productive Learning Community. Arranging the physical space in order to establish a positive classroom climate is important for a future teacher like myself so my students feel welcome. There are ideas to keep in mind in order to arrange such classroom like using what you already have to create an environment that communicates “learning happens here,” seating arrangement that communicates that students are part of the class, an organizational plan to ensure smooth traffic flow, easy access to materials, and limit distractions, and an organized environment. Also, there are guiding principles that I believe will help me as a future teacher to create a positive and productive learning community. They are recognizing that my students are children or adolescents first, focusing on abilities, celebrating diversity, demonstrating high regard for all students, and providing opportunities for my students to work in mixed-ability groups.

Week 8: Who helps to develop the transition plan and what is the transitions team’s job. I believe it’s important for me to know who helps develop the transition plan which is the IEP team because they include various important people such as the parents of the child, one regular education teacher, a special education teacher, a representative of the public agency, an individual that helps with interpreting conflicts of evaluation results, and the child with a disability of course. Along with knowing who develops the transition plan, I think it’s important for me as a future classroom teacher to know what the transitions teams’ job is because I will be putting those concepts to work with my students. They are helping my student identify their vision for his/her life past high school, talk to my students about his/her both academic and functional areas, identify age-appropriate and measurable goals, establish services designed to help build on strengths and that way identify needed accommodations, and define each transition activity on the IEP concerning who is responsible for the activity and when each activity will begin and end.

Technology: A Leader Is… App - www.marblesoft.com

• Builds vocabulary: practice in three games such as Bingo, Vocabulary Practice, and Concentration

• Encourages early literacy

• Supports comprehension

• Expands the meaning of a text and picture symbols

• This App can be used in RTI by having students play all sorts of activities in it such as Bingo where it promotes listening, memorization, visualization, and concentration.


• The Language Arts Objective Sequence (LOSR)

• This Link can definitely be used in RTI because it has a variety of subjects including Health and Wellness and Behavior Management. It can be used by researching on RTI and look for information on RTI since it has its own section called Assessment and Response to Intervention.

• It has a section on Social Skills which benefits teachers on giving lessons, games, trainings, and programs.

• It has its own Special Education section which gives a good amount of informational books.

Fry Words App

• The Fry 1000 instant words are a list of the most common words used for teaching reading, writing, and spelling.

• There’s no need to create hundreds of flashcards.

• You can add your own cards.

• You can add and group your flashcards into customizable lists.

• This game can be used with RTI by having students learn or practice new vocabulary. Students can pick up a handful of words within weeks.

Parent Engagement: By using a month calendar and/or pamphlets. The month calendar may include special announcements that will engage parents in the classroom activities. All these activities can be listed from minor messages such as staff messages to major messages that parents will be interested to participate in. For example, parent volunteer orientation, nutrition sessions, family projects taken home, holiday events, parent meetings, and field trips that will help empower family-teacher partnership.

Artifacts: First of all, from my point of view, children with disabilities need more time on one to one instruction. I spent a minimum of 15 minutes working with a student for my service learning hours. The student that I worked with it has a speech and language disability and I learned that he needed to practice on the sounds of the letters. With the 15 minutes that I spent with him on one to one instruction, I know that he will improve on the vocalization and phonological areas of the language. Nonetheless, he will be able to respond with complete words based on a continuous practice.

The Disability Categories under IDEA and GT:

1. Specific learning disability (SLD)

The umbrella term “SLD” covers a specific group of learning issues. The conditions in this group affect a child’s ability to read, write, listen, speak, reason or do math. Here are some of the issues that could fall in this group:




Auditory processing disorder

Nonverbal learning disability

2. Other health impairment

The umbrella term “other health impairment” covers conditions that limit a child’s strength, energy or alertness. One example is an attention issue like ADHD.

3. Autism spectrum disorder (ASD)

ASD is a developmental disability. It covers a wide range of symptoms and skills, but mainly affects a child’s social and communication skills. It can also impact behavior.

4. Emotional disturbance

Children covered under the term “emotional disturbance” can have a number of mental disorders. They include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder and depression.

5. Speech or language impairment

The umbrella term “speech or language impairment” covers a number of communication problems. Those include stuttering, impaired articulation, language impairment or voice impairment.

6. Visual impairment, including blindness

A child who has vision problems is considered to have a visual impairment. This condition includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn’t qualify.

7. Deafness

Children with a diagnosis of deafness have a severe hearing impairment. They aren’t able to process language through hearing.

8. Hearing impairment

The term “hearing impairment” refers to a hearing loss not covered by the definition of deafness. This type of loss can change or fluctuate over time. Remember that being hard of hearing is not the same thing as having auditory processing disorder.

9. Deaf-blindness

Children with a diagnosis of deaf-blindness have both hearing and visual impairments. Their communication and other needs are so great that programs for the deaf or blind can’t meet them.

10. Orthopedic impairment

Any impairment to a child’s body, no matter what the cause, is considered an orthopedic impairment. One example is cerebral palsy. This condition is caused by damage to areas of the brain that control the body.

11. Intellectual disability

Children with this type of disability have below-average intellectual ability. They may also have poor communication, self-care and social skills. Down syndrome is one example of an intellectual disability.

12. Traumatic brain injury

This is a brain injury is caused by an accident or some kind of physical force.

13. Multiple disabilities

Cover Letter:

Monica Gabaldon

11056 Dandelion Way

El Paso, Texas, 79936 United States

(915) 443-4868


May 9, 2017

Stephen Sepulveda

Carl G. Lauro Elementary School

99 Kenyon Street

Providence, RI 02903

(401) 456-9391

Dear Superintendent Sepulveda,

It is with great pleasure that I write to you regarding the bilingual teacher position available in the Providence Public School District. I have student teaching experience on the first grade level in suburban school districts because of the observation hours I had to complete for my college courses.

Throughout my observations I took notes on how teachers handle their classroom and even got the opportunity to handle a classroom myself for a little bit to see what it’s like to be in a teachers shoes. It was great because I felt closer to reaching my goal of having my own classroom. I observed from all levels. From elementary to high school. During my observations in an elementary school, I observed how students worked in groups, in partners, and individually. I liked how students worked in partners better because they are engaged more. Observing middle school was my favorite because the group of students I got to observed were interesting in how they worked. I saw all types of behavior such as very good, bad, and very bad and I learned a lot from that. As I observed, I would already see how I would handle a situation correctly instead of how the teacher handled it so with that being said, I believe I have preparation for it.

Furthermore, I am from El Paso, TX. It’s a city in the border of Ciudad Juarez, Chihuahua, Mexico. I was born and raised there so I know very well Spanish. I believe I am prepared to teach a bilingual classroom because I’ve also had experience teaching in Ciudad Juarez. I volunteered at a church and taught 8-12 year old kids. With that being said, I would understand that some students would prefer to use either language to communicate best and I would greatly support that. I would also make sure to represent their culture in a variety of activities.

It is my goal to use the abilities I’ve gained in my experiences to be compassionate, enthusiastic, and ready to work teacher who will make a positive contribution to your school district. I would greatly welcome an interview and thank you.


Monica Gabaldon


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