Self-Reflection

Many moments have inspired me throughout this year. Either within class or in my
classroom placement, I have learned much to help me in my future career. However, my ah-ha
moment that changed the way I think had to be the quote In order to teach you, I must know
you (Delpit, 2006, p.183). It seems very vague and simple at first, but it has a lot packed into it
and behind it. What changed my lens is that it is not just about teaching, getting the good
responses, but rather knowing each of the students that will walk into my classroom and being
able to know them personally. That way, I can help them and teach them so that their best
potential can be achieved.
However, first, I must know what views I have and how I see myself as a teacher. Selfreflection 1 helped with this by doing a quick view on how I see myself. I do not know if my
views changed too much from this, but it opened my lens to realizing that my views shape who I
am and I have to be aware of this as a teacher. There may be students with different views and
views that go against mine, but I have to be a professional teacher in this case and be open to the
difference. By being open to the differences, whether by race, ethnicity, or home life experiences,
it will bring diversity into my classroom. As a future teacher, I want to bring diversity into the
room and celebrate diversity among the students as part of the plan of creation from God
(Statement of Commitment to Professionalism). I will be able to have that diverse classroom,
where we can learn and grow from one another by knowing the students and myself.
I am also aware of stereotypes that can get in the way of this. The student I observed in
my classroom placement believed many stereotypes that he has been told, and self-reflection 2
and 3 helped me learn more about my experiences with stereotypes and the roles of
justice/injustice in the classroom. Many educators seem to unconsciously bring these stereotypes
into classrooms (Delpit, 2006). Some can include that Asian students will be your best, that girls

are not as good in math or science, etc. As a future educator, I have to be aware of this and make
the classroom as equal as possible so that I can have an inclusive classroom where all feel
welcomed and belonging. An inclusive classroom, I would imagine, would be as a community,
where all are valued, respected, and supported (Petersen, 2010). My goal would be to find a way
where everyone is accepted for their differences, and then we can support one another and limit
bullying. By the learning of differences and having that inclusive community, I yet again would
be able to celebrate the diversity and have a classroom where we can grow from one another.
I know that this is a big goal of mine, but this quote inspired me to open my eye to this
idea. Before this class, I knew that I have to get to know my students, but never knew how
deeply. There is so much more that effects them than I originally thought. In addition, there more
to teaching than I first thought, which excites me, but now I have questions that follow. How do I
include everyone with such differences? It seems to be much easier said than done. If I would
want full inclusion, I have to be ready to teach everyone. However, what if they way I teach and
adjusting the way I teach in order to help them is not the best way for the student to learn? For
example, if I have a student that has a cognitive impairment, would it be best for the student
always to be in my classroom? On the other hand, what about a gifted and talented student? I
may be moving too fast for one student, but too slow and cause boredom for another. How can I
find that good balance? I cannot expect my students to change, so how do I make everyone
respect difference amongst each other? These are loaded question, but questions I am now aware
of and have to start thinking of possible solutions to. However, I will need help finding solutions,
and I am willing to accept constructive feedback from others so that I can use it to shape the way
I will teach to make me a better teacher (Statement of Commitment of Professionalism).
The question now remaining is why is this at all important and made me change my lens.
Simply put, I want to see the best in each student; and to achieve that I need to be the best

teacher as possible; and the way to do that is by knowing each student. After learning about the
neurodevelopmental system, I am now more aware of how many styles children can learn by and
challenges that can cause an inference in learning (Levine, 2002). That is why I have to know
each student in order to find what each one needs so I can teach effectively, whether it is how
one learns or factors outside of the classroom. In addition, it is knowing the strengths and
weaknesses in each individual, so we can value and use their strengths and support them in their
weaknesses. By knowing them, I can make my classroom a much more effective learning
environment. The so what, is that by knowing the student I will then be able to reach them and
then teach them the way they need me to, so that there is the largest potential for growth.
Overall, this entire class has been a growing experience for me, and the placement
allowed me to see the topics talked about in class played out. The word teacher has more
meaning to me now than before. The quote, In order to teach you, I must know you will be the
inspiration that I take into every classroom I walk into (Delpit, 2006, p.183). The quote in my
opinion summed up all the lessons. It says that to be a great teacher and even learner, I have to
know more than just the outer appearance. I need to know each students and my strengths,
weaknesses, values, beliefs, life situations, and background that makes each one of us unique.
That way, I then can teach each student so that that student can learn and grow to his or her best.
By knowing each student inner beliefs, I can build a community in the classroom to honor
God, where each is valued and supported and where we all are able to learn and grow from one
another. It probably will not be easy to do, but with faith and time set aside to get to know, I may
have the possibility to make my change in lens into an achievable reality.

Reference Page
Delpit, L. D. (2006). Other People's Children. New York: The New Press.

Levine, M. D. (2002). A Mind at a Time. New York: Simon and Schuster.

Petersen, M., & Hittie, M. M. (2010). Inclusive Teaching: The Journey Towards Effective
Schools for All Learners (2nd ed.). N.p.: Pearson Education.