Children are impulsive, unfiltered, open-minded, and curious boundary pushers. They have the oddest proclivities and make everyone aware. They will pluck a wiggly tooth from their mouth and then request you hold out a hand because they “have something to show you”. This is what I love about them. They have pure untapped individuality and uniqueness—qualities that lend themselves so naturally to the creation of art. Teenagers possess all these same qualities but with a bit more restraint and self-awareness. They are pensive, resilient, adaptable, opinionated, and deeply deeply honest. This honesty paired with their contemplative tendencies make them the ideal candidates to examine, discuss, and interpret art. Each age range has qualities that create the most brilliant artists and thinkers, but often these same qualities are deemed unbecoming or impolite. I try to embrace each learner for who they are, celebrating their unique characteristics for the ways they enhance the classroom environment. In my approach to education, I am guided by the belief that every student possesses the innate potential for growth and development– that every single student has something to offer.
To create an environment in which all learners feel empowered and capable, I reject deficit thinking in favor of a growth mindset. I Implement learner-centered approaches to teaching as often as possible. When people have autonomy over what and how they learn, they gain opportunities to process, problem-solve, and research in ways that are meaningful and fulfilling. I teach according to a culturally responsive pedagogy and strive to create an environment and curriculum that reflects the students present. By fostering a supportive and inclusive learning environment, I empower students to embrace challenges, explore their interests, and become lifelong learners who are capable of adapting to an ever-changing world.