English as a Second Language/In-Class Support Teacher

Several factors influenced my decision to become a teacher, particularly as an ESL educator. Growing up in a culturally diverse community in Elizabeth, NJ, I was surrounded by individuals from various backgrounds, including my own immigrant family. Witnessing the challenges faced by immigrants, especially in navigating language barriers and accessing educational opportunities, deeply impacted me. My mother's journey from Venezuela to the United States further reinforced the transformative power of education in overcoming barriers and achieving success. These experiences ignited a passion within me to support and empower individuals from diverse linguistic and cultural backgrounds through education.

Additionally, my own positive experiences with dedicated teachers who believed in my potential and provided support further inspired me to pursue a career in teaching. I saw teaching as a means to make a difference in the lives of others, particularly those facing similar challenges as I did growing up. Throughout my education, I found myself drawn to language learning and cultural studies, recognizing the significance of language as a bridge between cultures and communities. These experiences solidified my interest in language education and intercultural communication, ultimately guiding me towards pursuing a career as an ESL teacher. Overall, the combination of my multicultural upbringing, personal experiences as an immigrant, and academic interests converged to shape my decision to become an ESL teacher. Today, I am driven by a profound sense of purpose and dedication to providing support, guidance, and opportunities for English language learners to thrive academically, linguistically, and culturally.

As an ESL teacher, my personal feelings and beliefs about teaching are rooted in the principles of inclusivity, equity, and empowerment. I believe that every student has the potential to succeed and that it is my responsibility to create a supportive and engaging learning environment where all students feel valued and respected. What makes me an outstanding teacher is my commitment to building meaningful connections with my students, understanding their unique strengths, needs, and backgrounds. To ensure that my students are connected to the lessons I teach and the world around them, I incorporate culturally relevant materials, real-life examples, and interactive activities into my lessons. By making learning relevant to their experiences and interests, I foster a sense of ownership and engagement among my students. Additionally, I encourage students to share their own cultural backgrounds and perspectives, creating a collaborative and inclusive classroom community. Through these efforts, I empower my students to see the relevance of their learning and to navigate and contribute to an increasingly globalized society.

Ultimately, my goal as an ESL teacher is not only to equip students with the language skills they need to succeed but also to inspire them to become lifelong learners who are curious, compassionate, and empowered to make a positive impact in their communities and beyond.

Paraprofessional 

Tasheemah Rembert has been a member of the Elizabeth Public Schools community since 2002 and is currently a Paraprofessional at Mabel G. Holmes School No. 5.