Alexa DAuria

Philosophy Statement

11/5/13
EDUG 778 Kosky

I have known that I wanted to become a teacher since the third grade.
Coincidentally, that same year I was diagnosed as learning disabled. I believe that since I
had wonderful teachers and a mother that supported me, they all inspired me to become a
teacher and help others. I looked up to them as role models, and from then on I knew that
I wanted all students to feel the way I felt. Each individual deserves the same treatment
and attention that I received.
It took me about three years to be tested, and prior to that I had few
accommodations based on my needs. I remember not fitting in with my classmates, and
feeling relief knowing that there was a special education teacher sitting near me and a
group of other children who had similar learning disabilities. I loved being pulled out of
class. I did not understand why I was being taken out with only a few other students, but
gaining knowledge about classroom material made me feel more confident and I had no
problem sharing my work in class. All of my special education teachers, teaching
assistants, and speech teachers allowed me to overcome my disability by the time I was
finishing high school.
Manhattan College has allowed me to gain experiences observing and
participating in classes mostly at P.S 86. Two classes that I worked in, each for one
semester, were both memorable opportunities for me. The first class was a second grade
ESL class that I observed in the fall of 2012. Most of the students did not understand
English and were below grade level in all content areas. The teacher could have used a lot

more assistance in her classroom because the needs of each student differed immensely. I
enjoyed this class because I always took on lessons and worked with students
individually and in groups. I tested students outside the classroom and read the
instructions to them. I gave them a few testing strategies that I learned from my special
education teachers and it improved their grades dramatically. This was a very rewarding
experience. The children were excited to learn and their confidence grew when I was
there.
The second fieldwork experience that I completed this fall, in a first grade
inclusion classroom, reminded me of my schooling experience because there was a
general education teacher and a special education teacher in the classroom. The
difference between the classes I was in and this one was that most of the students in this
class had an IEP. It was not diverse. The classes I attended had more general education
students than special education students. I learned in college that inclusion classes should
legally have a combination of students with varying abilities.
In this experience, I learned a lot about co-teaching and realized it requires a lot of
time and effort between each teacher. The special education teacher seemed to be more
experienced working with students with special needs and knew many more
strategies/techniques than the general education teacher. However, the general education
teacher, unlike the special education teacher, was of Hispanic descent and was able to
relate well to the children. Both teachers were always learning from each other. I could
see myself co-teaching a class because I have learned to work well with my classmates,
and as teachers we are always learning from each other. I was determined to work with
these students. My goal was to help them feel more confident and for them to want to

overcome their disability. They were fascinated that I was in college and they were happy
knowing that I wanted to be there with them. I think knowing this, they had something to
look forward to.
Also, from working in both of these classes and from my mother, I learned the
importance of parent involvement. Parents are one of our strongest advocates when it
comes to getting the proper services we need. I was shocked to see how many parents in
the Bronx did not care about helping their children. Some were too embarrassed to admit
that their child has a disability. This upset me because they dont realize how powerful
their actions are and it really does take a team of people to help each disabled student
overcome their hardships. That is why not just parents are advocates, but teachers and
school administrators also play an important role in the students lives/academics.
From my personal experience in special education, as well as my field experience,
I am even more committed to being a special education teacher. I want to make a
difference in my students lives and help my students feel good about themselves as
learners.