Guided by Light: Lessons for Liberation

Hi, my name is Jaelynn Valez, and I am a graduate student at the University of Redlands, California. I am currently pursuing my master’s degree and teaching credential with the goal of becoming a high school English teacher. I'm from Fontana but now reside in Riverside, California. I am a product of my environments and I am proud to carry the spirit of these communities with me. The neighborhoods I grew up in, the people I met along the way, and the educators who guided me shaped not only my identity but also my worldview. My experiences have taught me resilience, perseverance, and the power of human connection. They instilled in me a deep understanding of how place, community, and guidance can transform lives. I want to teach because these communities gave me the tools, perspective, and strength to thrive. Now I am committed to giving back to the students and families, in teaching them that their voices matter. Their stories, perspectives, and histories can be weaponized as tools for personal and social change. I want to show them that where they come from does not limit where they can go.

Teaching Philosophy

March 22nd, 2026

Against Common Sense

MALT 601: Foundations of Learning

TPE Alignment: TPE 2 - Creating and Maintaining Effective Environments for Student Learning

The ideas I developed while reading Against Common Sense by Kevin Kumashiro fundamentally reshaped how I understand both teaching and learning, and more importantly, the kind of classroom I want to create. Before engaging with these concepts, I believed that a “good” classroom was one where students felt comfortable, supported, and at ease at all times. However, this reading challenged that assumption by redefining what meaningful learning actually looks like. I came to understand that discomfort is not something to be avoided in the classroom, but something that can be intentionally and thoughtfully used as a tool for growth—especially when addressing issues of oppression, bias, and social justice. To “learn through crisis” means engaging in learning experiences that disrupt what feels normal, safe, or unquestioned. It is the internal tension that arises when deeply held beliefs are challenged, when new perspectives conflict with prior understanding, and when students are asked to confront ideas that may unsettle them. This type of learning requires students to remain present even when they feel uncomfortable, to process emotions that may be confusing or overwhelming, and to work through contradictions in their thinking rather than avoid them. It is not simply about acquiring new knowledge, it is about interrogating existing knowledge and recognizing how it may be shaped by systems of power and oppression.

One of the most important distinctions I took from this reading is the difference between avoiding crisis and intentionally teaching through it. In many classrooms, discomfort is treated as something negative—something to minimize or avoid altogether. Teachers may change the subject, remain neutral, or suppress discussion in order to maintain a sense of order. However, this often leads to disengagement, as students are left to process difficult thoughts and emotions on their own. When discomfort is ignored, it becomes isolating and unproductive. In contrast, teaching through crisis involves intentionally creating opportunities for students to encounter and work through discomfort in a supported way. This does not mean creating harm, but rather designing lessons that challenge students to question assumptions, confront inequities, and examine systems of power. In this approach, the teacher plays a critical role as both a facilitator and a protector. Guiding students through moments of tension while also ensuring that the classroom remains a respectful and supportive space. Instead of avoiding discomfort, the teacher recognizes it as a signal that meaningful learning is taking place and uses it as an entry point for deeper engagement.

This understanding connects strongly to Teaching Performance Expectation (TPE) 2: Creating and Maintaining Effective Environments for Student Learning, but it also complicates and deepens my understanding of what an “effective” learning environment truly is. At a surface level, TPE 2 emphasizes structure, engagement, and positive classroom climate. However, through this reflection, I have come to evaluate that effectiveness cannot simply be measured by how calm or orderly a classroom appears. A classroom that appears “comfortable” on the surface may actually be limiting student growth if it avoids critical conversations or suppresses difficult topics. Instead, I now interpret TPE 2 as requiring a more dynamic balance between safety and challenge. An effective learning environment is not one that eliminates discomfort, but one that structures it in ways that promote engagement and growth. This means I must be intentional about how I design discussions, frame questions, and respond to student reactions. For example, I will need to establish clear norms for respectful dialogue so that students feel secure expressing their ideas, even when those ideas are challenged. At the same time, I must resist the urge to over-control or neutralize discussions simply to maintain comfort.

Evaluating my own future practice through the lens of TPE 2, I recognize that one of my biggest responsibilities will be managing this balance. If I push students into discomfort without adequate support, I risk creating an environment where students feel overwhelmed, defensive, or shut down. This would go against the goals of both TPE 2 and anti-oppressive teaching. On the other hand, if I prioritize comfort to the extent that I avoid tension altogether, I risk reinforcing the very systems of silence and avoidance that allow oppressive ideologies to persist. In this sense, TPE 2 requires not just classroom management skills, but also emotional awareness, responsiveness, and intentional decision-making. Additionally, TPE 2 calls for fostering inclusive and equitable participation, which becomes especially important when teaching through crisis. Not all students will experience discomfort in the same way. Some students may feel more vulnerable due to their identities or lived experiences, while others may be encountering these ideas for the first time. As a teacher, I will need to be attentive to these differences and ensure that all students are supported. This might involve providing multiple ways for students to engage (such as discussion, writing, or reflection), checking in with students individually, and being prepared to intervene when conversations become harmful or exclusionary. Teaching through crisis can actually enhance engagement when done effectively, because it invites students to grapple with real, meaningful issues rather than passively receive information. When students are challenged to think critically and reflect on their own beliefs, they are more likely to become invested in the learning process.

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.

February 1st, 2026

Interrogative Questioning Strategies (IQS)

MALT 602: Single Subject Methods I

TPE Alignment: TPE 3 - Understanding and Organizing Subject Matter for Student Learning.

In MALT 602, we were asked to complete a visual analysis assignment where we analyzed the qualities and characteristics of the Tiananmen Square Mural (pictured above). More specifically, we completed this analysis using Interrogative Questioning Strategies, structured inquiry techniques that focus on the formation of open-ended questions in order to compare the relationship between a piece's visual elements and it's surrounding socio-historical context. For this piece, we first used visual thinking strategies centered on three main questions: "What's going on in this picture?", "What do you see that makes you say that?", and "What more can you find?". Next we used "See-Think-Wonder", a routine that asked us to first describe what we see in the mural (evidence), then what we think about these things (interpretation), and finally what it made us wonder (questioning). Lastly, we used "question-storming", which, similar to brainstorming, encouraged us to generate as many questions as possible about the mural within a set time, prioritizing the quantity and diversity of questions over finding immediate answers. Together, these different strategies helped us move through different phases of interrogative questioning. We first went through the observation phase of close-looking, then the inference phase of thinking carefully, the contextual phase of evaluating location and meaning, and last the evaluative phase of determine interpretations and impact.

At first, this activity seemed very tedious and I didn't really understand the purpose of utilizing these strategies. But eventually, I came to the realization of how effective these strategies could actually be in the classroom. What initially felt repetitive and overly structured became a meaningful framework for supporting deeper, more intentional student thinking. This exercise showed me that carefully structured questioning can uncover observations and interpretations that do not immediately surface, especially when students are given the time and space to engage with an image more than once. I began to see questioning not just as a tool for checking understanding, but as a way to guide students into more complex political, cultural, and ethical analysis. Looking back, I now understand the clear differences between the three methods of analysis. First impressions are rooted in emotional, immediate responses and often reflect surface-level interpretations. Visual Thinking Strategies (VTS) push students to slow down and ground their ideas in observable evidence, encouraging more thoughtful and supported responses. Interrogative Questioning Strategies (IQS), however, take this process further by encouraging students to connect their observations to broader systems such as history, politics, and social structures. This is where deeper meaning begins to emerge, as students are no longer just describing what they see but actively questioning what it represents.

IQS connects strongly to Teaching Performance Expectation (TPE) 3: Understanding and Organizing Subject Matter for Student Learning. Through this assignment, I learned how to structure content in a way that builds from simple to complex understanding. Using first impressions, VTS, and IQS creates a clear instructional progression that helps students move from basic observation to higher-order thinking and analysis. As a teacher, this means I am not just presenting content, but intentionally organizing learning experiences that develop students’ conceptual understanding over time. More specifically, TPE 3 emphasizes the importance of making subject matter accessible and meaningful to all learners. By using visual texts like murals, I can introduce abstract concepts such as justice, power, and societal structures, in a way that is engaging and relatable. The questioning strategies serve as scaffolds that support students in making connections between the content and larger ideas. Additionally, this approach allows me to anticipate potential misconceptions and guide students toward deeper understanding through carefully sequenced questions. Furthermore, this method supports disciplinary thinking within English by encouraging students to analyze not only written texts but also visual and symbolic forms of communication. It helps students build skills in interpretation, argumentation, and evidence-based reasoning, all of which are essential components of the subject area.

January 27th, 2026

My Ideal Classroom

MALT 601: Foundations of Learning

TPE Alignment: TPE 1 - Engaging and Supporting All Students in Learning

For one of our first assignments in MALT 601, we were asked to create a visual of our ideal classroom layout. This meant considering the specific details that we want to incorporate into our classroom spaces and how they will assist our students along their learning journeys. Looking back on this assignment, I realize how much it helped me define the type of safe, supportive, and empowering classroom I want to create as an educator. My strongest core values have always been equity, inclusivity, curiosity, cultural responsiveness and student agency. Therefore these serve as the foundation for the learning environment that I hope to cultivate. This reflection gave me clarity about how these values can translate into tangible classroom practices that actively engage all students and support their diverse needs, which aligns directly with TPE 1: Engaging and Supporting All Students in Learning. TPE 1 emphasizes understanding students’ backgrounds, experiences, and needs in order to facilitate meaningful access to content. This assignment made me see how intentional classroom design can foster engagement and ensure that every student feels seen, supported, and capable of learning.

I had envisioned a classroom where students have equitable access to resources through a dedicated table filled with educational, mental health, and community pamphlets. Alongside these resources would be a computer connected to a printer, loaded with more secondary resources. This had been more than a practical idea, it reflected my understanding that access to tools and information is essential for student success, particularly for those who may not have these resources at home. While still offering guidance, I would provide students with autonomy over how and when they access these resources and create opportunities for them to engage with learning on their own terms. This approach supports diverse learners and demonstrates how intentional resource design can embody equity and meet students’ varied learning needs.

This assignment also helped me recognize the importance of structuring spaces to promote inclusivity and collaboration. Arranging desks in groups, implementing project-based learning, and creating a “collaboration corner” encourages peer support, discussion, and active participation. Reflecting now, I see that these strategies foster not only engagement but also confidence, resilience, and critical thinking. Students are empowered to support one another, ask questions, and learn through trial and error—experiences that build both academic skills and social-emotional growth. These methods align with TPE 1 because they demonstrate how educators can engage all students by creating an environment that values their contributions and encourages collective learning.

Finally, creating safe, culturally responsive spaces such as a reading nook with diverse books, a music center, and a cultural corner, helped me see how central student agency and cultural identity are to engagement. Allowing students to choose their reading material, set the music, and explore cultural artifacts validates their identities and promotes curiosity. In retrospect, I realize that honoring students’ backgrounds and interests not only supports engagement but also fosters a sense of belonging, empowerment, and respect. By designing a classroom that reflects the diversity and uniqueness of my students, I am setting the stage for meaningful learning experiences where every voice matters.