My teaching philosophy has been influenced by my background as a first-generation Latina, a mother, and a behavior intervention specialist with experience in the behavioral health field and in classrooms with students. Although I am not a classroom teacher, I play a key role in supporting students' learning, emotional regulation, and sense of belonging. I believe meaningful learning happens only when students feel safe, respected, understood, and valued. My work focuses on creating conditions that enable academic growth by addressing students' emotional and behavioral needs and advocating for equitable learning environments that honor their diverse identities, languages, and lived experiences.

My approach to supporting students is rooted in relationship-building, trauma-informed practices, and social-emotional learning. Working closely with students who have autism, ADHD, ODD, or other behavioral and emotional challenges has taught me that behavior is a form of communication. Many behaviors are driven by stress, unmet needs, or cultural and family responsibilities that often go unnoticed. My goal is to understand the “why” behind each student's behavior and respond in ways that promote dignity, connection, and regulation. When I help a student de-escalate with breathing strategies, I am not just addressing behavior; I am creating an opportunity for learning. This aligns with research indicating that students’ developmental, linguistic, and cultural backgrounds influence how they engage academically. Dorner, Orellana, and Jimenez (2008) describe how immigrant children often serve as translators for their families, noting that “at these times, the whole family sometimes becomes involved in the interpretation experience” (p. 527). This resonates deeply with my own upbringing: although my mom speaks English, my dad does not, and I continue to interpret and support him. When I don’t understand, I also seek help from my siblings. I observe similar dynamics with my students, and being present with parents and speaking their language helps them feel more comfortable sharing their concerns.

I believe learning is inherently social, cultural, and connected to students' identities. Students come with a rich background of knowledge from their home languages, cultural traditions, and family roles. For instance, bilingual students often navigate two languages daily, switching between English and Spanish based on their environment. I advocate for translanguaging practices when assisting bilingual students, allowing them to communicate ideas in the language that feels most authentic. This approach affirms their identity and fosters learning. My own experiences support this view, and research like Alvarez (2014) shows that translanguaging promotes deeper engagement and identity development in bilingual learners.

My goals for students focus on helping them develop confidence, emotional regulation, and a feeling of safety. Many students I work with have faced instability, trauma, or uncertainty, often due to immigration status, economic hardship, or family responsibilities. Gonzales (2009) emphasizes the importance of educational success for marginalized youth, noting that “As a result of long term structural trends in the U.S. economy, participation in postsecondary education is no longer a luxury but a necessity for nearly anyone who wishes to successfully compete in today's labor market and earn a living wage” (p. 13). This highlights why my work is crucial: students cannot access higher education opportunities until we overcome the behavioral and emotional barriers that hinder their learning. My role is to foster stability, encouragement, and support, making academic achievement possible especially for students whose lives are shaped by uncertainty.

My teaching beliefs are evident in my daily interactions. I demonstrate calmness during crises and establish consistent routines to offer students predictability. I work closely with teachers to implement strategies that meet individual needs. For example, when a student with ADHD has difficulty staying engaged, I collaborate with the teacher to include movement breaks or use alternative seating. If a bilingual student becomes frustrated due to the language barrier, I assist them in Spanish and help clarify their message. When a student with ODD starts to escalate, I employ restorative language and offer choices to help them regain composure without shame or confrontation. These practices are based on the belief that every student deserves compassion, patience, and caring adults who never give up on them.

Looking ahead, I am dedicated to ongoing professional development in trauma-informed practices, restorative justice, SEL-based interventions, and culturally sustaining education. I aspire to eventually transition into a teaching or counseling role to expand my impact. My experience in behavior intervention has shown me that every student can succeed when provided with the right tools, support, and understanding. My teaching philosophy is rooted in my lived experience, cultural background, and commitment to ensuring that all students, especially those who are often overlooked, feel seen, valued, and capable of reaching their full potential.