WELCOME TO ELIZABETH MARTINEZ EDUCATOR

Who I Am as an Educator

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Teaching is at the heart of who I am. As a bilingual educator, I see my role as more than delivering lessons—it is about nurturing curiosity, honoring students’ identities, and empowering every learner to see themselves as capable, creative, and resilient. My teaching journey began with a love of reading and storytelling, and it has grown into a commitment to create inclusive spaces where students feel seen, valued, and challenged.

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Core Beliefs About Learning

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I believe that learning should be:

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Student-Centered: Education should respond to learners’ needs, questions, and voices. My classroom is designed to give students agency through choice, collaboration, and reflection.

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Culturally and Linguistically Responsive: Students learn best when their cultures, languages, and lived experiences are honored in the classroom. Translanguaging and bilingual instruction are central to my practice because they validate students’ full identities and open more pathways to understanding.

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Equitable and Inclusive: Every child deserves access to high-quality learning, regardless of background or ability. I use Universal Design for Learning (UDL) principles to ensure multiple entry points into content and to reduce barriers.

Technology-Enhanced: Digital tools should amplify creativity, extend access, and promote collaboration—not replace authentic learning. I integrate technology when it enhances student engagement and deepens understanding, guided by frameworks like SAMR and TPACK.

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How I Arrived Here

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My philosophy is shaped by both personal experience and research. I draw on Lev Vygotsky’s theory of social constructivism, which emphasizes learning through dialogue and collaboration, and Paulo Freire’s call for critical pedagogy, which reminds me that education must empower students to question, reflect, and act. I am also influenced by Zaretta Hammond’s work on culturally responsive teaching, which connects brain-based learning strategies to equity and inclusion.

These ideas resonate with my classroom practice: when students engage in meaningful conversations, when they see themselves reflected in literature, and when they use technology to share their voices, they are not only learning—they are growing as thinkers and citizens.

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My Vision Moving Forward

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My vision is to create a classroom where curiosity leads the way, equity is non-negotiable, and every student has the opportunity to thrive. I want students to leave my class not only with strong literacy and critical thinking skills, but also with a sense of agency, empathy, and resilience. Ultimately, my goal is to prepare them to contribute positively to their communities, using their voices and talents to make the world more just and inclusive.

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