Educational Philosophy 

Within my own teaching ideology, I practice both active and progressive philosophies of instruction. Encouraging students to explore their own unique thoughts, reactions, and ideas throughout the span of each lesson creates a positive learning atmosphere centered around creativity and thoughtfulness. Similarly, my focus is to create parallels between the coursework and the students’ own experiences. The analysis of characters, relationships, and conflicts within literature are better understood when a connection to oneself is established. The feeling of relation encourages and motivates students to establish a deeper understanding of literature. Activating the mind must also be accompanied with actual movement. I believe hands-on activities allow students to feel more involved with their work, and it also disbands feelings of monotony or repetition. Though daily routines and expectations are crucial when it comes to building a learning community, every lesson should include at least one element that invokes wonder or creativity. As my students become graduates, and as my graduates become members of society, my job is to inspire students to not only analyze our own coursework, but to also examine and discover the inner workings of the world around them.