Teaching Philosophy 

Drawing from my background in youth advocacy, my teaching approach is centered on cultivating a nurturing and inclusive environment that empowers students to shape their educational journey, embrace mistakes as opportunities for growth, and critically engage with the material through the lens of their own experiences. Through the implementation of a decentralized classroom model, in which I facilitate the learning experience rather than control, I am able to act as a role model for the process of learning; highlighting acceptance of vulnerability through the acknowledgment of my own mistakes and growth edges. It is also important to me to recognize that the education system as an institution is flawed and historically oppressive; often leaving behind marginalized youth and ignoring systemic barriers that limit their access to opportunities. Throughout my pedagogy, I am committed to continuously recognizing these inequalities and dismantling barriers to equitable education. 

Through a multidisciplinary approach, I can provide opportunities that incorporate different styles of learning and enhance student engagement. By structuring activities and lessons to include art, writing, small and large group discussions, active movement, and music I strive for each student to have the opportunity to engage in critical and creative thinking that resonates with their own interests and learning objectives. For example, I had a student who was not engaged in a bird call transcription activity during student work time. After chatting with her I discovered that she was struggling to differentiate the pitch and pattern of the bird song. I encouraged her to start by writing the phonetic sounds and onomatopoeias she heard in the song. Once the student focused on the phonetic sounds (writing) she was able to understand the pattern and pitch and transcribe it (drawing). This is an example of how incorporating different learning styles can encourage student engagement, had this just been a drawing activity, the student may have continued to feel discouraged and be disengaged.

Additionally, while curriculum and translation of knowledge are key components of education, I believe that creating an atmosphere that recognizes student needs and autonomy is just as important. By acknowledging that students are individuals with their own complex lives, I can “meet them where they are at” and notice outside barriers they may be facing. This could involve altering the assignment or activity for a student, allowing them to take space, or providing extra support. Above all, I prioritize the mental health of students and understand that their engagement with the material is ultimately determined by their emotional state. When students are displaying behaviors that may be disruptive to others in the learning community, I try to create spaces within the classroom for them to recenter. Removing students from the classroom for behavior invalidates the need that they are trying to communicate and alienates them from their peers. By creating spaces for students to take space and ground themselves within the classroom I can validate the student's needs, foster a sense of belonging within the classroom community, and ensure students do not miss out on valuable learning experiences.