Becoming a special education teacher has been a journey shaped by learning, reflection, and cross-cultural experiences. I started studying early childhood education at PCC, then transferred to PSU to complete my bachelor’s degree. Now, I’m in the master’s program for Special Education. I’ve worked with children from 3 months to 8 years old in different settings— Chinese immersion preschool, inclusive classrooms, and special education field placements. These experiences, along with my background as a bilingual international student, have helped shape my teaching values: relationship-based learning, inclusion, individualized support, and ongoing reflection.
Relationships First
I believe learning starts with trust and relationships. When children feel safe, respected, and connected, they are more willing to try, explore, and grow. When I taught toddlers, I sat on the floor and played with them, using their home language and familiar routines. When I worked with Oli, a preschooler with ADHD and anxiety, I built trust by getting to know her interests. That helped her stay engaged and motivated. I see myself not just as a teacher, but as someone who is consistent and encouraging in each child’s life.
Creating Inclusive Classrooms
As someone who has faced cultural and language barriers, I know how important it is to feel included. That’s why I work to build inclusive classrooms where students with disabilities, English learners, and kids from different backgrounds all learn together. I use visuals, simplified directions, peer modeling, and bilingual resources to make sure everyone can participate. When I co-taught in a dual-language classroom, I used both Mandarin and English visuals, modeled vocabulary with gestures, and supported small group activities. I believe classrooms should reflect the diversity of the world, and teachers play a big role in helping every child feel seen and valued.
Supporting Individual Needs
Every child learns differently, so I use scaffolding strategies to support individual growth. I break tasks into steps, model examples, use sentence frames, and add visuals. For one student, I used simplified texts and sentence starters so she could join class discussions. When helping a student who struggled with subtraction and borrowing, I used place value blocks and color-coded steps. I also use UDL (Universal Design for Learning) to plan lessons with multiple ways for students to learn and show what they know.
Using Data and Reflection
Data helps me understand what’s working and what needs to change. I use tools like curriculum-based measures (CBM), informal assessments, and student feedback to guide my instruction. When a student wasn’t making progress on a math goal, I looked at the data and switched from paper-based work to hands-on activities with peer support. I also reflect after each lesson to improve my teaching. I bring those reflections into class discussions and use them to make my next lesson better.
Keep Learning and Advocating
I believe teaching is a learning journey. I learn from my professors, coworkers, students, and their families. I ask for feedback and stay open to new ideas and tools. I’ve learned how to use AAC devices and apps to support student communication. I also attend workshops and read about inclusive practices and trauma-informed care. I want to keep growing so I can support my students better and be a strong advocate for them.
Final Thoughts
My teaching philosophy keeps growing with every student I meet. I believe all children can learn—and it’s my job to remove barriers, build strong relationships, and support them in becoming confident learners. I want each student to feel included, supported, and proud of who they are. I hope they leave my classroom knowing they are capable and valued.