Philosophy
I have been an educator of young children for many years, and throughout that time I have learned from great teachers, families, and children. Their influence continues to shape the way I now teach future educators. Whether working with preschoolers exploring their world or college students exploring developmental theory, my core belief remains the same: great teachers are curious, reflective, and always learning.
"...my core belief remains the same:
great teachers are curious, reflective, and always learning."
As an instructor of Early Childhood Education, my role is to guide preservice teachers in developing the habits of mind that make lifelong educators. Some of the virtues I emphasize include curiosity, observation, flexibility, and empathy. I invite them to see each child as a whole person whose strengths, interests, and emotions guide responsive teaching.
Together we study developmental theory, family engagement, and curriculum design, but we also look closely at our own perspectives, experiences, and cultural lenses. In doing so, students learn that teaching is both an intellectual and relational practice.
Preservice teachers learn best when theory is grounded in authentic experience. My courses are intentionally experiential, offering opportunities for observation, fieldwork, and reflective practice. When students plan activities, analyze classroom environments, or engage with families, they begin to see how developmental theory comes alive in real settings.
These experiences help them bridge the gap between learning about children and learning with children. They also cultivate professional identity, ultimately beginning to see themselves as capable, compassionate, and creative practitioners who can meet the needs of all learners.
Because SUNY Orange is a Hispanic Serving Institution, I see higher education as a place of access and transformation. My students arrive with rich funds of knowledge drawn from their families, cultures, and communities. I encourage them to value those experiences and to recognize and honor the same strengths in the children and families they will teach. This approach creates inclusive classrooms where diversity is not an add-on but the foundation for learning.
Teaching future teachers is a profound responsibility. I strive to embody the same message my mother once shared with me: good teachers believe you can achieve, but great teachers believe in you a little more than you believe in yourself. My hope is that every student I teach will carry that belief into their own classrooms, seeing themselves, their children, and their profession as ever-growing works in progress.
"...good teachers believe you can achieve, but great teachers believe in you a little more than you believe in yourself."