Education's purpose is to replace an empty mind with an open one. – Malcolm S. Forbes
As an educator, I firmly believe that every individual has the capacity to learn. Inspired by Chef Gusteau’s assertion in Ratatouille that “Anyone can cook,” I affirm that learning is not confined to any particular type of student or method. Instead, it is a dynamic process shaped by the unique pace, techniques, and strategies that best suit each learner. My teaching philosophy is grounded in this belief and guided by the conviction that education is a transformative tool that equips the next generation to leave a meaningful impact on the world.
A cornerstone of my approach is fostering a student-centered classroom that prioritizes freedom of expression, open dialogue, and inclusivity. When students feel valued and safe to share their ideas, they engage more deeply with the material and with one another. Education, in my view, extends beyond textbooks and lectures; it is a holistic process that combines guidance, nurturing, and understanding. It involves developing students both mentally—by cultivating critical thinking and problem-solving skills—and socially —by instilling effective communication and collaboration skills. Through these elements, education becomes a foundation for lifelong learning and success.
To meet the diverse needs of my students, I employ a variety of teaching methods and approaches. This adaptability not only ensures inclusivity but also creates a vibrant and engaging learning environment where all students have the opportunity to thrive. By incorporating diverse strategies and perspectives, I aim to craft lessons that are as dynamic and varied as the students I serve.
As a history teacher, my commitment to inclusivity extends to how I approach the subject matter. I strive to de-center a Eurocentric view of history, ensuring that my curriculum reflects the diverse narratives that comprise our global past. My own experiences as the daughter of immigrants have shaped my understanding of the importance of representation and inclusivity in education. For students from diverse backgrounds, including English Language Learners, history should be a space where they see themselves and their communities reflected. Drawing on my fieldwork in the School District of Philadelphia, I’ve witnessed firsthand the power of differentiated instruction and culturally responsive teaching in creating a sense of belonging and engagement among students. History, with its universal relevance, offers an unparalleled opportunity to connect students to their identities and the broader world.
In my classroom, I aim to push the boundaries of my students’ worldviews and encourage them to critically engage with history as a process rather than a static collection of facts. I challenge them to interrogate preconceived notions and explore the contingency inherent in historical events. This requires active engagement with primary sources, contextualized by lectures and discussions that highlight diverse racial, gender, class, regional, ethnic, and religious perspectives. By assigning texts that interact with one another and presenting multiple viewpoints on historical topics, I guide students toward understanding that historical knowledge is shaped by the perspectives and sources through which we examine the past.
Ultimately, my goal as an educator is to empower students to view history as a dynamic and interpretive process. I want them to leave my classroom with the tools to analyze the world critically, question narratives, and contribute thoughtfully to society. By fostering inclusivity, adaptability, and critical engagement, I aspire to create a classroom that not only educates but also inspires.