~~ Me vs. Me ~~
March 3rd, 2026
Visual Self-Portrait
MALT 602: Single Subject Methods I
TPE Alignment: TPE 6 - Understanding and Organizing Subject Matter for Student Learning.
For MALT 602, we were asked to creative a visual self portrait that describes ourselves in our current states with the version of ourself that we hope to be in 5 years. This involved comparing physical, mental, emotional, and spiritual characteristics of both versions of our selves. The assignment helped me more clearly define not only who I am now, but who I am actively working to become as a future educator. Before completing this reflection, I often focused on external goals—having my own classroom, feeling stable, and being successful—but I did not spend as much time thinking about the internal growth required to truly support my students. This assignment pushed me to be more honest about my current challenges while also being intentional about the kind of person and teacher I want to become.
As a pre-service teacher, I see myself as ambitious, creative, and curious, but also scattered, anxious, and sometimes impatient with myself. I am still learning how to manage responsibilities, organize my thinking, and step confidently into a teaching role. At the same time, imagining my future self helped me recognize that growth is not just about gaining skills, but about developing presence. The teacher I want to become is calm, patient, confident, and welcoming—someone who creates stability not only for herself, but for her students as well. This reflection had also helped deepen my understanding of why I want to teach. Growing up, school was one of the only places where I experienced consistency, support, and a sense of belonging. Because of that, I now see teaching as more than a profession. I see it now as a commitment to showing up for others in meaningful ways. It is becoming the kind of teacher who notices when a student is struggling, who listens without judgment, and who creates a space where students feel seen and valued. The teacher I want to become is grounded in empathy, patience, and kindness, and I understand now that these qualities require intentional effort every day.
This assignment also helped me recognize that part of becoming this teacher meant committing to justice within the classroom. I want to work in spaces where students may be facing systemic challenges and that means ensuring that my classroom becomes a place where they feel safe, respected, and empowered. Fighting for justice, to me, does not only mean addressing large systemic issues—it also means advocating for students in small, everyday moments. It means being fair, being consistent, and being willing to listen and adjust when students need support. It means creating a classroom culture where all students feel like they belong and where their identities are valued rather than overlooked. Through this reflection, I began to understand that my personal habits and mindset directly impact my effectiveness as a teacher. For example, my struggles with procrastination and organization are not just personal issues—they can affect how I plan lessons, manage time, and create a structured learning environment for students. Recognizing this allows me to take responsibility for improving these areas, which aligns with TPE 6’s emphasis on professional accountability and growth.
This reflection connects strongly to Teaching Performance Expectation (TPE) 6: Developing as a Professional Educator, particularly in the areas of self-reflection, ethical responsibility, and continuous growth. TPE 6 emphasizes that effective educators must regularly reflect on their own practices, beliefs, and areas for growth in order to better serve their students. This assignment directly engaged me in that process by requiring me to evaluate my current identity, acknowledge my challenges, and set intentions for who I want to become. This assignment showed me that becoming a strong educator requires ongoing self-improvement, not just in instructional strategies, but in personal discipline and consistency. TPE 6 also highlights the importance of ethical commitment and responsibility to students. This is where my goal of showing up for others and fighting for justice becomes especially meaningful. I understand that being a professional educator means making intentional choices that prioritize student well-being, equity, and inclusion. It means being aware of students’ diverse backgrounds and experiences, and ensuring that my classroom is a space where those differences are respected and supported. This assignment helped me realize that the teacher I want to become is not only knowledgeable, but also deeply committed to advocating for students and creating equitable learning opportunities.
Additionally, TPE 6 emphasizes the importance of developing strong relationships and communication within the school community. As I reflected on my future self—more confident, assertive, and outgoing—I realized that these qualities are essential for building trust with students, collaborating with colleagues, and effectively supporting families. My growth in these areas will not only help me feel more secure in my role, but will also allow me to better connect with and support those around me. Ultimately, this assignment helped me understand that becoming the teacher I aspire to be is an ongoing process that requires reflection, accountability, and intentional growth. It is not just about reaching a goal, but about continuously evolving into someone who can truly support and advocate for students. The person I want to become is someone who leads with empathy, chooses patience even in challenging moments, and consistently shows kindness to every student. I want to create a classroom where students feel safe to explore who they are, take risks, and grow into their full potential. Just as this assignment encouraged me to reflect on my own identity and future, I want to provide my students with opportunities to do the same. In doing so, I will not only be teaching content, but also helping shape confident, thoughtful individuals who feel seen, heard, and empowered.
