Diversity Statement
As a foreign-born Asian-American female, I am very aware of the need to be welcoming and inclusive of all persons with different perspectives, learning challenges and cultural backgrounds. I was born and raised in Japan where diversity was not a typical topic of discussion. I spent the first half of my life there and the next half in New York City and Georgia, which have a very diverse environment. This exposure to different people from different cultures has been one of the most rewarding things that has happened in my life. Exposure to diversity taught me that diversity makes our communities thrive. I have learned the great benefit in tolerating differences and cherish how differences can bring new perspectives to open our minds. I want to teach children to appreciate diversity.
These experiences make me deeply care about connecting with a diverse student population. I currently teach at a Title I school that has a large number of racial and ethnic minority students, English-language learners and students with disabilities. I work to help students achieve and thrive with Art Education using such pedagogical techniques as differentiated strategies and creating inclusive environments within multicultural classrooms. As a teacher working at a Title 1 school, it is extremely important for me to be inclusive in the teaching process, and I have committed myself to these goals.
I strive to show everyone that the sky is the limit for their potential. I am lucky to have had the opportunity to learn from these students. I believe that a multicultural approach is best to achieve optimal student learning. There are many cultural backgrounds and learning styles, so there cannot be one particular style of teaching that reaches all of our diverse student body. Students from all cultural groups have viewpoints that need to be supported by our lesson plans. I also know that each member of these groups are individuals and they may deviate from the group's general belief system. Thus, a multiplicative approach that uses a variety of multicultural-based techniques will allow us to more fully achieve a pedagogy that allows all students to succeed.
These experiences make me deeply care about connecting with a diverse student population. I currently teach at a Title I school that has a large number of racial and ethnic minority students, English-language learners and students with disabilities. I work to help students achieve and thrive with Art Education using such pedagogical techniques as differentiated strategies and creating inclusive environments within multicultural classrooms. As a teacher working at a Title 1 school, it is extremely important for me to be inclusive in the teaching process, and I have committed myself to these goals.
I strive to show everyone that the sky is the limit for their potential. I am lucky to have had the opportunity to learn from these students. I believe that a multicultural approach is best to achieve optimal student learning. There are many cultural backgrounds and learning styles, so there cannot be one particular style of teaching that reaches all of our diverse student body. Students from all cultural groups have viewpoints that need to be supported by our lesson plans. I also know that each member of these groups are individuals and they may deviate from the group's general belief system. Thus, a multiplicative approach that uses a variety of multicultural-based techniques will allow us to more fully achieve a pedagogy that allows all students to succeed.