1

Signature Assignment: Teaching Context Reflection

Alexander Aguayo

Division of Teacher Education, Azusa Pacific University

TESP 503 Soul of Teaching

Professor Audrey Longshore

June 2022
 2
TEACHING CONTEXT REFLECTION

Signature Assignment: Teaching Context Reflection

Section A - Introduction to a Public School

The desire to become an educator for my community was an idea and passion I pondered

for some time. Fortunately, I was able to secure a teaching position for the Hesperia Unified

School District at the high school level. The site I currently teach at is Sultana High School. I

have recently completed my first year teaching math. The math classes I taught included

integrated math 1, integrated math 2, and an intervention course that allowed students to retake

math courses to recover any credits they were missing.

Sultana is quite diverse. Majority of its students come from a hispanic background, thus

followed by white, black or african american and asian. About 65% of the students at Sultana are

hispanic. From the students who identified as hispanic, about 15% of those students are English

Learners. I had many students that were identified as English Learners throughout my classes. In

my class of 20 students, 10 of them were identified as EL, so I had to make the necessary

accommodations to ensure their success.

I’ve noticed connections between the historical setting of philosophies that were learned

throughout the course and today’s setting that I have experienced. The three philosophies were

the inclusion and diversity of a classroom, establishing a positive environment, and applying

what we learn in the classroom to a real life situation (critical thinking). Such philosophies were

developed by Johann Pestalozzi (1746-1827) and Jane Addams (1860 - 1935). The setting of

both revolved around the same issues; poverty, lack of inclusion, and traditional ideas of learning

(Gutek, 2011). In my own experience, the issues we face today in society are quite similar to the
 3
TEACHING CONTEXT REFLECTION
ones listed. Today’s issues include; social injustice, lack of resources for students facing poverty,

lack of inclusion and diversity, and innovating learning in the classroom. Such issues sadly

continue in today’s society. However, both Addams and Pestalozzi both envision an education

system that can transform the traditional way of learning to something more enriching. Both

educators’ philosophies are still followed and practiced today. Education today has become more

inclusive, diverse and enriching than it once was, but it should continue aspiring to help create a

bright generation that can potentially help resolve the social issues and injustices we continue

facing today.

Section B - Analyzing School Structure

Context and structure of an educational system, district and site establishes a tone and

expectations for educators and students. Through this tone that has been established, it influences

the way we teach by using specific teaching strategies, methods and lessons that will meet the

expectations that are set by the site and district. Being influenced by the context does not only

influence our teaching strategies, but it can also influence our values in teaching and biases that

can eventually affect student learning. However, through the influences caused by the factors

around us, we must adapt to maintain proper classroom structure and accommodate our students’

needs to maximize our success in the classroom.

The context and structure is intended to aid teachers and establish guidelines for the

classroom. However, educators must be willing to innovate their teaching methods and style to

increase student engagement in their classes to ensure student success. I personally believe that

students should develop a deeper sense of critical thinking to apply what they learn to the real

world. I highly value a sense of critical thinking in schools. The inner city may influence how
 4
TEACHING CONTEXT REFLECTION
much critical thinking occurs in a school due to the potential and accessible resources around

them. It is more difficult to engage in such tasks due to a lack of resources.

As an educator, I highly value helping all students in need. Due to my cultural

background and biases, I especially enjoy helping immigrants and non-English speakers. As a

child, the language that was often spoken at my home was Spanish. Due to growing up with

Spanish as my first language, I can relate to my students that are bilingual or those that only

speak Spanish. This influences my classes because my students can see how I can understand

them because I was in a similar situation as them. This can establish a foundation in effective

communication because I can understand and talk to my students. Through this, my students will

feel more engaged and eager to learn because they are aware that I am willing to go the extra

mile for them to understand and be included in the classroom.

I believe all personal values and biases affect a student's learning experience.

Unfortunately, not every bias or personal value can positively impact a student. If a student is

negatively impacted by a teacher’s biases or values, that can disengage students from the

classroom. This disengagement could potentially lead to students failing a course because they

do not like their teacher (more so what their teacher has to say). However, as educators, it is

important to set aside biases to ensure the safety, comfort and success of our students. The goal is

to have students succeed in the classroom, but that cannot occur when they feel hostile. We must

attend to our students with open minds and ears so that they may know that their voices and

opinions matter. Regardless of the languages that are spoken at home and what language a

student knows best, all students are capable of learning. A teacher must remove themselves from

their comfort zone so that their students can thrive in their classroom.
 5
TEACHING CONTEXT REFLECTION
Section C - Educators’ Philosophies

The philosophies of educators prior to us have established a foundation for an effective

education system. The philosophies of educators Addams and Pestalozzi include the inclusion of

diversity and culture, nurturing and encouraging students to establish a positive learning

environment, and utilizing critical thinking that leads to application of the real world (Gutek,

2011). These philosophies were unusual during each philosopher's respective time. Education

was not inclusive and traditionally focused on preparing students for the workforce. Classes were

also teacher focused and did not provide many opportunities for collaboration between students

(Gutek, 2011). However, each philosophers’ belief did relate to one another while going against

traditional schooling which was not as effective for student learning at the time.

Addams was a big advocate for social justice by wanting to integrate immigrants and the

lower social class into education. She believed that by making school more inclusive and

accessible to immigrants and the lower social class, a sense of community in society could begin

to develop (Gutek, 2011). Inclusion of other ethnicities was not the case at the time. Many did

not agree with Addams and disliked the idea of educating all children due to being surrounded by

a racist community. However, the criticism did not stop Addams from persisting on her idea of

an inclusive society and education. Eventually, Addams' fight for social justice began to have a

positive effect in her community. Through her hard work and resiliency, she has built a

foundation for social work that is designed to help low income and immigrant families (Gutek,

2011). Not only is this support system a foundation for social work, it is also a foundation for

equity in an inclusive society and educational system.

a positive mindset. Pestalozzi was a firm believer in a positive environment. He believed that

establishing a positive environment through building trusting relationships to support children

was a key to positive development in Europe (Gutek, 2011). To establish a positive environment,

Pestalozzi believed that practicing social emotional learning, wellness checks, and understanding

students and their backgrounds were key components to achieving this goal (Gutek, 2011). The

traditional education system at the time (industrial revolution) was not interested in how students

were doing or feeling. The education system at the time was focusing on preparing students to

enter the workforce during the industrial revolution. However, Pestalozzi did not agree with this

education system and decided to lead a reform that would change education to how we know it

today. Pestalozzi’s desire was to establish a humanitarian society through his educational

philosophy of liberty, equality and fraternity.

Pestalozzi’s philosophy on a positive classroom environment is not the only idea that

marked a shift in the educational system at the time. His philosophy on how students should

induce more critical thinking practices in their classes was not common (Gutek, 2011). Once

again, the education system’s purpose was to prepare students for the workforce. Through the

traditional systems at the time, students were not thinking for themselves. They were learning

through a systematic process that required minimal thinking. His school was designed to reform

student thinking by facilitating students to become more curious, confident and creative thinkers

(Laubach, 2011). Through his teaching ideologies, his educational approach was not only

focused on student concerns, but also focused on methods that would prepare future generations

to establish and run a democratic society (Laubach, 2011). Pestalozzi’s philosophies continue to
 7
TEACHING CONTEXT REFLECTION
influence schools today and his practices are widely used in educational systems around the

world.

Section D - Personal Educational Reform

After studying the different perspectives of educational philosophers, I am aware of my

duty to serve my community as an educator. Being an educator is a privilege because we are the

ones who have the power to directly influence our students. Not only does an educator and the

system they are placed in have an affect on students, but the community that they are surrounded

by as well. Education is constantly changing and there is no “one size fits all” method to solve

any issues within the system. The educational philosophers were aware of such unfortunate

circumstances, but always tried to help the children with their ideologies and practices.

Many educators advocate for change, inclusion, diversity and equity in education and

society. Learning about my strengths have allowed me to discover how I too can advocate for

such practices. My strengths allow me to encourage and build trusting relationships with my

students. Through my trusting relationships built with my students, I can establish a learning

environment that supports and encourages them. Establishing a positive environment is a

privilege and an honor because I can do my best to support my students. I will advocate for any

injustices and negative criticisms that my students may face. My classroom will be their

community where they can become the person they want to be and unlock their full potential.

My goal is to create a space where students can work together in harmony without the fear of

exclusion or negative judgment. By establishing this goal and working towards it, my students

can begin shaping a society for themselves and future generations that is intelligent, supportive,

creative and diverse.

Gutek, G. (2011) Historical and philosophical foundations of education: A biographical

introduction. (5th ed). Pearson.

Laubach, M. (2011). Pestalozzi and His Significance in Democratic Education. In Journal of

Philosophy & History of Education (Vol. 61, pp. 185–194). essay, Society of

Philosophy and History of Education.