Teaching Philosophy

I operate under the conception that my work as an artist is part creation of visual arts and part creation of meaningful education experiences. For my personal identification as an artist, both aspects of my work are equal in how I explore creativity, inter- and intra-personal connection, and understanding of the world.

The creative classroom, whether it is indoors with a whiteboard, tables, and chairs, outside in the sunshine, or anywhere in between provides an environment for learners to learn life skills. Creation and production teach attention to detail and how to follow a procedure, critique teaches how to deliver and receive constructive feedback honestly and respectively, and the process of working in a collaborative environment teaches how to compromise and look for the positive. Learning to open up and express creativity, emotion, and passion can be intimidating and overwhelming for learners, so it is important to scaffold that growth slowly. I work to nurture these qualities in my learners of all ages as a way of shaping their development into well-rounded individuals who strive for understanding of their own worlds.

It is crucial that there be a meaningful takeaway from every educational experience. My educational experiences connect to big ideas and things that matter, incorporating themes based on social justice issues, cross-curricular integration, values, and Jewish religion and culture. The classroom is a chance to educate our younger generations on the ways to grow into successful future leaders and citizens, and our older generations on how to use their wisdom and experience to grow continuously and model a culture of lifelong learning. I do not believe the creative classroom is an exception to this definition. On the contrary, I believe it is one of the most powerful environments through which to do so.

I believe that learners will rise to the level of responsibility they are given. I give my learners enough freedom to expand their ability to think creatively, while keeping enough structure and organization to maintain physical and mental safety and security. The number one goal in my class is not to reach perfection, rather to always do work you're proud of. It is my teaching mantra and I apply it to my own work, as well.

I hold myself accountable for my responsibilities as an educator. I make a strong effort to build positive rapport with learners, families, faculty, administration, and support staff to insure that there is both the ability and the desire to approach me. I will accept constructive criticism openly and with respect when it is given respectfully. I make a conscious choice not to yell, because I believe it is counterproductive to creating a sense of community within the classroom. I see education as a partnership between learners and teachers, in which both must agree to aim for growth. We are constantly learning from our experiences and from each other, and each of our roles, the teacher and the learner, require being open to that learning. Through networking, content study, and research I continue to develop professionally, continuously striving to improve my methods and abilities.