Learning Manifesto Reflection

After reflecting on my learning manifesto for a few months, I am amazed at how these core principles have shaped my path and development. During the review, I returned to some events in my classroom that show my conviction and the passion emanating from my most intrinsic feelings towards the educational process. When I enter my classroom, no matter how worried I am, everything is forgotten before the arrival of a battalion of little giants who almost helplessly carry a backpack full of emotions: I love you, Mrs. Pérez! I missed you a lot! I love coming to your class! I do not want to go! I feel happy with you; you are like my mom. Thank you for teaching me and making me a giant! It is impossible to get them out of my mind, to talk about them without a tear, without feeling an intense emotion from the bottom of my heart—the possibility of transforming my environment, of helping to overcome fears and needs in students and families. Seeing the joy reflected in the eyes of many parents with a THANK YOU TEACHER: "Now my child is different" has become a life purpose for a common and social good.

I have witnessed firsthand how curiosity and a genuine love of understanding can completely change the educational experience. Rewarding effort, consistency, and persistence, rather than rewarding short-sighted standardized test results that lead to targeted instruction, has had a profound impact on my students.

Today, these premises of what is good and evil in education are latent but evolving, immersed in constant change and updating. It adopts innovative ways to create compelling, authentic, and genuine COVA learning environments. It analyzes the good and the bad in education from a growth mindset that allows me to accept failures as an opportunity to learn and grow, giving value to the word NO YET. I have understood the importance of living in the present, Being Here! Mentally, physically, and contextualized to meet the nascent individual needs of a generation in need of developing critical thinking, creativity, innovation, and problem-solving skills, leaving behind those excessive focuses on memorizing facts that limit the development of thought.

Furthermore, I have been able to visualize the importance of class planning through tools such as a 3-column table and UbD template. These allow me to analyze how our class lessons must go beyond academic contexts and allow the students to link them with real-life solutions.

The effect of my efforts in the classroom has been substantial. Introducing blended learning, innovative teaching methods, and digital resources into the creative cycle has helped spark a call for inspiration and a desire to write in my kindergarten students, something that was once the most terrifying discipline. Seeing this change has been extraordinarily rewarding, and I want to continue pushing the boundaries of typical educational strategies.

My joint effort with different teachers has been vital to my excursion. Sharing thoughts and techniques has enhanced my training and created a feeling of closeness and mutual perspective. This cooperation has been essential to implementing compelling blended learning procedures and further developing our instructional techniques.

All in all, these past few months have been a time of significant development and learning for me. My Manifesto and my learning philosophy have constituted the essential foundations that have helped me understand the complexities of education without forgetting my convictions. This excursion continually invites me to challenge, adapt, and refresh, and in particular, it is an excursion that I feel honored to take constantly.