Original Research & Projects

As part of my coursework in Block Two at Texas A&M International University (TAMIU) in Laredo, Texas, this section highlights original research and instructional projects I have independently designed and completed. These works reflect my commitment to understanding and addressing real-world challenges in education, particularly within culturally diverse and bilingual learning environments. By engaging in inquiry-driven projects, I have applied theory to practice, developed data-informed strategies, and grown as a reflective practitioner. Each entry demonstrates my ability to critically analyze teaching practices, adapt to student needs, and contribute meaningfully to the field of education.

This section showcases original academic work that reflects my growth as a reflective and analytical future educator. As part of my Block Two coursework at Texas A&M International University (TAMIU) in Laredo, Texas, I explored literature that highlights underrepresented voices and the power of storytelling in shaping empathy and understanding in young readers. One of my key projects focuses on the book Oh, What’s This I Hear? by Destiny Manuela Montes—a deeply moving, coming-of-age story about a young girl, Tany, who discovers her hearing disability through a life-changing moment in her home kitchen. Through a close literary analysis, I examine the book’s use of plot structure, first-person narration, vivid imagery, and onomatopoeia to convey themes of identity, resilience, and the lived experience of disability. This project not only analyzes important literary elements but also explores the significance of representation in children’s literature, particularly for the deaf and hard-of-hearing community. By highlighting Tany’s journey of self-discovery and empowerment, this research underscores the importance of inclusive narratives and the educational value they hold for both students and teachers.

As a future high school Kinesiology teacher, I aim to create inclusive lessons that address all learning styles—visual, auditory, and kinesthetic—while embedding multicultural and character-building elements. In this project, I developed a lesson aligned with the TEKS standard for Exercise Physiology focusing on safety procedures and proper technique.

Students begin by watching a short video on exercise fundamentals, followed by a teacher-led demonstration. Then, in small groups, they practice and explain selected exercises, promoting teamwork, leadership, and communication—core aspects of the invisible curriculum. This project reflects my commitment to blending academic goals with life skills and student engagement.

Field Experience Evaluations

During my Block Two field experience, I had the opportunity to complete my student teaching at Lyndon B. Johnson High School in Laredo, Texas. I was placed under the mentorship of Coach Amanda Perez, where I shadowed and assisted in both the main gym and small gym classes. This hands-on experience allowed me to observe and actively participate in daily physical education instruction, classroom management, and student engagement in a diverse high school setting.

Throughout the placement, I supported instruction by modeling exercises, guiding student workouts, and facilitating small group activities. I provided immediate, constructive feedback, especially during strength training sessions, helping students improve their form, technique, and confidence with weights. I also implemented effective grouping strategies that promoted collaboration, self-monitoring, and engagement.

Coach Perez consistently provided strong, encouraging evaluations of my teaching performance. She praised my professionalism, classroom presence, and ability to lead activities with clarity and enthusiasm. She noted that I gave “great and helpful feedback” during instruction and highlighted my use of positive reinforcement to motivate students. She also commended my attention to safety, use of effective teaching strategies, and ability to group students in ways that supported teamwork and accountability. In her written evaluation, she described me as a “very effective coach” who demonstrated both leadership and care for student success.

This experience deepened my passion for physical education and affirmed my commitment to creating structured, student-centered lessons that support lifelong health, movement, and character development.

Teaching Philosophy

 

Teaching Philosophy

Physical education plays a vital role in students' development—promoting physical health, enhancing mental well-being, and supporting academic achievement. Beyond running laps or learning how to play a sport, physical education teaches perseverance, self-discipline, teamwork, and resilience—skills that students carry with them throughout life.

My passion for teaching physical education is rooted in my personal experiences. Growing up, I was deeply inspired by my sister's involvement in cross-country and track and field, and by my father, who played soccer and practiced boxing. These early influences sparked my love for physical activity. More importantly, my own physical education teachers had a profound impact on me. They not only taught me how to stay active, but they also modeled values like consistency, cooperation, and motivation—even when faced with challenges like my hearing impairment. Some doubted my ability to fully engage or understand, but those who believed in me made all the difference. Their support inspired me to become the kind of educator who encourages every student, regardless of ability, to thrive.

As a future physical education coach, I aim to create a welcoming and inclusive environment that motivates students to engage in healthy lifestyles. I want students to know that even if they’re new to a sport or don’t perform well at first, they can grow with support and practice. I believe in teaching through encouragement and clear step-by-step guidance. I frequently ask students questions to ensure understanding and adjust my instruction to meet their needs.

I intentionally plan lessons that are adaptable to all skill levels, aligning with the Texas Essential Knowledge and Skills (TEKS) for physical education. For example, TEKS 116.5(b)(1) emphasizes the importance of students participating in moderate to vigorous physical activity daily, while TEKS 116.5(b)(4) and (6) focus on skill development and cooperative teamwork. When teaching basketball, I might modify the hoop height for beginners or offer differentiated ways to participate in passing drills so every student can feel included and successful.

Research shows that positive emotional experiences in physical education are strongly linked to lifelong participation in physical activity (Hastie et al., 2011). As a teacher, I want my students to build positive memories—not ones rooted in comparison or criticism. Remarks like “You’re too slow” or “I’m better than you” can destroy confidence and discourage students from future participation. Instead, I foster kindness, encouragement, and peer support so students feel safe to try, fail, improve, and succeed.

Teaching, to me, is more than a profession—it is a way to inspire students through movement. As the great educator Rita Pierson once said, “Every child deserves a champion—an adult who will never give up on them” (TED, 2013). That is the teacher and coach I aspire to be.

 

References

Hastie, P. A., Rudisill, M. E., & Wadsworth, D. D. (2011). Providing students with voice and

choice: Lessons from a physical education teacher education study. Journal of Physical

Education, Recreation & Dance, 82(3), 42–49. https://doi.org/10.1080/0730

3084.2011.10598584

Pierson, R. (2013). Every kid needs a champion [Video]. TED Talks.

https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

Yeats, W. B. (n.d.). Education is not the filling of a pail, but the lighting of a fire. (Often

attributed). Quoted in Bartlett’s Familiar Quotations.

 

 "Teachers and coaches have three loves: love of learning, love of learners, and the love of bringing the first two loves together."

— Scott Hayden

Teaching is my passion...

 

Coaching in action!

 

 Teaching Portfolio 2025