Finall Teaching Portfolio Becca Ross

 Resume:

Senior at the University of Miami with extensive experience in autism evaluations, psychological trauma therapy research, and dance. Fluent in English and proficient in American Sign Language. Extremely passionate about the law and how it is used to create a fair and effective environment for the development of children to adulthood. 

Teaching Philosophy Statement:

My teaching philosophy focuses on building a supportive and welcoming environment where students feel safe to speak up and be themselves. I believe learning is most effective when students are engaged, thinking for themselves, and connecting ideas to real life instead of just memorizing content. I aim to guide students in developing confidence, creativity, and independence by adapting to their individual needs and encouraging their personal growth.

Vision and Mission Statement: My vision and mission are to create a welcoming and inclusive community where every student feels respected, confident, and motivated to explore the world with curiosity and creativity. I strive to build a positive and engaging learning environment that encourages students to express themselves, think critically, and develop the imagination needed to see new possibilities. By fostering strong connections between educators, families, and the community, I will aim to support each student’s growth and help them become thoughtful, capable learners who can reach their full potential!

Teaching Theory: My teaching theory is built around creating a classroom where students feel comfortable, included, and actually want to be there. I think learning happens best when students are involved and able to share their thoughts instead of just sitting and memorizing information. I would use things like open discussions, creative activities, and real-life connections to keep students engaged and make the material more meaningful. I also think building trust with students is really important, because when they feel respected and understood, they are more likely to participate and push themselves. I want to be flexible and meet students where they are, since everyone learns differently. Overall, my goal is to help students grow not just academically, but also in their confidence, creativity, and ability to think for themselves.

Core Concept:  My core concept focuses on integrating language with creativity through a STEAM approach. I used activities that combine collaborative project based learning and using their hands, allowing students to apply their new learning while expressing herself  creatively with others. This helps students see connections between subjects and makes learning more engaging, hands-on, and meaningful. 

Art:

Lesson Plan:  

Grade level: 4th grade

Date: 4/20/2026

Title: Learning about ASL 

Subject: Linguistics

Theme: Appreciating uniqueness of Language

Unit: Differences in Communication Styles

Materials: 

• ASL Alphabet printout

• Pen or pencil

• Your hands!

Objectives and Standards for 4th Grade: 

• LAFS.4.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

• Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

• LAFS.4.L.2.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  a. Choose words and phrases to convey ideas precisely.
  b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

• LAFS.4.L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

• Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Content: 

• Lesson Introduction/Lecture (5-10 mins): 

• Students will be introduced to the language of ASL. 

• Students will understand that ASL is its own language that is not universal with its own grammar and specific vocabulary.

• Students will learn how frequently ASL is used and the amount of people who are affected by hearing loss.

• Students will understand why it is important to be educated about ASL in order to break stereotypes. 

• Activity- Signing Student Names Practice and Letter Identification (10-15mins): 

• Students will be taught by instructor how to sign “My name is blank” with regards to the difference between possessive (open hand) and neutral signs. 

• Students will be taught the difference between formal hello (salute) and informal (wave). 

• Students will be asked to circle the letters within their names on the alphabet printout and practice introducing themselves with the partner of their choice.

• Assignment/Assessment (5-7mins):

• On Blackboard, write one thing you learned today in addition to how to introduce yourself. Reflect on how signing made you feel and if you would like to learn more in the future? 

• Instructor will call on 1-2 students depending on time that feel confident enough to sign the class their name. 

Essay: 

Wicked Art Form 

Wicked stands out to me as an art form because it mixes storytelling, music, and visuals in a way that is really engaging but also meaningful. I chose this piece over others because it tells a familiar story from a completely different perspective, focusing on the Wicked Witch of the West instead of just seeing her as the villain. It made me think more about how people are judged and how quickly someone can be labeled as “bad” without knowing their full story. It also highlights themes like friendship, identity, and standing up for what you believe in, which makes it feel more relatable. Overall, it shows how art can be entertaining but also make you think deeper about real-life issues.

The play follows Elphaba and Glinda, two girls who meet at school and become unlikely friends. Elphaba is judged right away because of her green skin, while Glinda is more focused on popularity and fitting in. As the story goes on, you see how their friendship changes and how outside pressures and misunderstandings affect their lives. Elphaba struggles with being accepted, while Glinda slowly starts to realize that popularity is not everything. Eventually, Elphaba ends up being seen as “wicked,” even though the audience understands her side of the story and sees how unfair that label is. The music, lighting, and costumes all make the show really powerful and help bring out the emotions in each scene, making the audience feel more connected to the characters.

In conclusion, I would use this play in a classroom to teach students about perspective and how important it is to look at situations from different points of view. For example, students could compare Wicked to the original Wizard of Oz and talk about how the story changes depending on who is telling it. This could connect to lessons in literature or even history, where different perspectives can completely change how we understand events. For example, in history, students can look at Christopher Columbus’s voyages and compare how they are described in traditional textbooks versus how Indigenous people experienced them. One version might present Columbus as a hero who “discovered” America, while another highlights the negative impact his arrival had on native populations. This shows how the same event can be understood very differently depending on whose point of view is being told, which connects directly to how Wicked retells a familiar story from a new perspective.It could also lead to discussions about judging others, stereotypes, and how society influences our opinions. In conclusion, Wicked is more than just a musical, it is a powerful art form that helps students think more critically, question what they assume is true, and become more open-minded and understanding of others.

Reflection: 

Overall, this class taught me how essential creativity and self-expression are when it comes to learning. One of the main things I took away is that students understand and retain more when they feel involved, at ease, and encouraged to share their own thoughts instead of just memorizing material. As the class went on, I noticed myself becoming more open-minded and motivated, especially during activities that focused on discussion, creativity, and different interpretations. It made me realize that teaching is more than just presenting information, it’s about building an environment where people feel comfortable speaking up and being understood. As someone who wants to become a mediator in family law, I can use these ideas by incorporating creative strategies to help clients communicate their emotions, especially when they have a hard time expressing how they feel! Overall, this class showed me how important it is to meet people where they are and to use a variety of approaches to support their personal growth and expression. Best teacher ever!