Teaching Philosophy 

As a teacher, I acknowledge many students are beginning to navigate some of the first big challenges and changes in their lives. I strive to truly listen to students. I understand that a classroom setting may be the only time some young students feel honestly heard. I scale questions accordingly to support students with words of encouragement and validation so all classroom members can feel supported and cared for.

Along with this, I practice vulnerability. I intend to create a classroom environment in which students are unafraid of using their voices and feel comfortable enough to engage in material without hesitancy. I want to evoke wonder and curiosity both in classroom settings and in an outdoor setting. I do this by asking questions that students are able to answer with confidence until I can scale challenging questions to promote problem-solving skills regardless of their existing knowledge. I approach this in an exciting and personable manner to ensure students are comfortable. Students should feel that they are capable of answering questions in a class setting and beyond.

Watching students interact with the natural world throughout the day is in truth, magical. Any assessment I make analyzing growth will always be based on the individual learner and, not their achievement compared to others. I will remind students persistently to address their own physical and mental needs and above all encourage students to confide in me if they don't feel that their needs are met. If everyone's needs are met, everyone will be able to navigate the challenges and obstacles ahead with confidence.

Engaging with young students in an outdoor setting is a phenomenal and uplifting way to promote self-confidence and independence in youth, but I also acknowledge many students are uncomfortable with this idea. It is my role to awaken awe and wonder in this setting to promote strong bonds and relationship-building with our natural environment. Approaching the outdoors with excitement and sharing my reverence with students has allowed me to continue the practice of engaging in childlike wonder. I strongly engage with the idea that as a naturalist or as someone who likes to explore, our purpose is never lost rather we gain new meaning constantly. Learning is a lifelong career, and I intend to uphold my passion for curiosity and deep care for mentoring for both myself and my students.