Empire State College (Community Service)
Colgate Rochester Crozer Divinity School (Master's)
SNY Fredonia (Master's)
My philosophy of education is focused on inclusive education, in a broad sense of the word “inclusive”, and school/community based organization. This idea began flourishing in me while organizing in the community, working in partnership with parents, students, teachers, school leaders, and politicians advocating for the common good of our society. My educational “idea” has been energized by the identification of my self-interest, the learning of inclusive language and how being inclusive is defined in education, engagement with the community, and advocating for social justice with in the public arena. I got extremely motivated in this subject while participating in the Fredonia State University School of Graduate Program. Courses such as: First and Second Language Acquisition, Teaching Exceptional Students, Socio Linguistics, Students’ Evaluation and Assessment, Bilingual Education, and Educational Research have provided support to my understanding and interest in inclusive education. I have much to say, investigate, and research in order to support “my idea” – self-interest, of education. But, because of the magnitude of this work, I will concentrate in providing a brief definition/interpretation of what I had mentioned above.
First, let me begin by identifying my self-interest. I believe it is essential for me to do so in order to help and guide myself, being focused, in reaching my goals and perform the teaching task with tenderly passion. Therefore, I say, my self-interest is to be known as a classroom teacher who advocates for inclusiveness, diversity/engagement, and for educational/social justice in the educational settings. I would like to obtain valid teaching credentials, specialized in Teaching English to Speakers of Other Languages (TESOL), and perform my educational duties in public schools. I believe all public or private educators must possess the necessary academic preparation and credentials to perform their duties.
Second, I will continue exposing this subject by talking about inclusive education and school/community based organization. For now, let me limit or marginalize the term “inclusive” to the education of students with special educational needs together with non-disabled students in the same classroom. This is in order to pay attention to school and community interaction and, later, express may concern on the use of certain educational terminology, which became part of my educational philosophy.
I believe “collaboration” is a meaningful way in expressing my belief in school/community based organizational efforts. These efforts should be done in order to provide consultation services with community agencies, parents, and professional. The goal of collaboration may facilitate the successful inclusion of all students (regardless of age, gender/sex orientation, ethnicity, socio-economic status, physical appearance, disability, and/or by the consequences of being disable), into their community’s neighborhood agencies; assisting educators and schools/community in developing the knowledge, skills and obtain the necessary educational tools; and assist in assessment consults with those collaborating parties regarding how to address the unique needs of the students in their educational settings.
Now, let me talk about the use of inclusive language in education. I believe this topic is very controversial and, even, create fear of language expressions among teachers/educators. It is part of my philosophy of education – inclusiveness. I have previously mentioned that the term “inclusion” in education is based in “educating students with special educational needs in the same classrooms with non-disabled students.” In reality, and to be honest in my writing, my understanding of the word, “inclusive” should not underline or be uniquely designed for children with disabilities in inclusive classrooms, but inclusive in its all sense of the word – underlining equality in education, even though there may be some differences in our children. The subject may be controversial, especially when dealing with “labeling”, marginalization, and even discrimination in our schools setting. I have learned that the term “inclusive education” was first originated to differ from previously held notions of integration and mainstreaming, but with the changes in our world, especially, with other language speakers in the classroom, same sex marriage laws, and the identity of Lesbian, Gay, Bisexual, and Transgender (LGBT) community members language expressions in the classroom must be “handled with care.” Therefore, I sustain that my philosophy of education include: first and second language acquisition, teaching exceptionality, educational research, and human diversity/engagement as well as other learning courses which underline the fact of being inclusive in education, especially, in the classroom. I also sustain that that teachers/educators must acquire what I will called “a third language” – the language that avoids the use of certain expressions of words that intentionally or unintentionally exclude particular students or groups of people.
It is my hope to see in the near future, well equipped communities with fully inclusive schools/programs, educators and learners, who can identify the cultural, linguistic, and diversity of all and no longer, distinguish between “general education” and “special education.” There is much to research about it (therefore, my philosophy of education includes educational research); but, in the meantime, we must promote a welcoming learning environment for all students to learn together without being rejected for their differences – who they are and where they are in life/educational journey. My philosophy of education is focused on inclusive education, in a broad sense of the word “inclusive”, and school/community based organization. This idea began flourishing in me while organizing in the community, working in partnership with parents, students, teachers, school leaders, and politicians advocating for the common good of our society.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
I believe I qualify for tutoring in baseball because I was a Minor League Baseball Player in Puerto Rico. I played Minor League for 12 years. My batting average at the time of retirement was 3.11. I know about baseball history and how to play the game.
Basketball has been one of my hobbies since childhood. I have played in organized leagues, especially in Puerto Rico. My participation in it has been more as a mentor or community organizing - focus in social justice- investing time, gifts, and energy in youths.
My experience playing softball have been since I was 16 years of age. I have played the game and managed it. This experience has been empowered by my participation in baseball - Minor League (please see qualifications for baseball).