My Teaching Statement

As an educator, my goal is to develop critical thinkers equipped with a practical skill-set by providing engaging lessons and opportunities for building experiences. 

I want students to leave my care with a rich understanding of the material and the confidence to continue to grow, engaging in this world with kindness, compassion, and professionalism.

My Teaching Philosophy

Most of my teaching experience comes from the private dance studio world.

Although a seemingly specific environment, the diversity of learning opportunities that grow there are comprehensive. Students generate physical discipline and mental resiliency needed for the movement itself, navigate personalities and creative differences in artistic situations, and develop independent and critical thinking, time management, and social graces.

Much like any place of education, the private dance studio is dedicated to transferring knowledge to those who seek it by presenting challenges and the means to overcome them under carefully controlled conditions. The methods and effectiveness of these practices vary greatly depending on the philosophy of the directors, administration, and of course, the teachers.  

My teaching philosophy is rooted in the belief that everyone is entitled to a safe learning experience. 

Whether or not a student produces results that satisfy a particular requirement, they should always get a chance to try and be supported in their efforts. Furthermore, successful learning occurs when students can develop their interest and natural abilities into experiences associated with positive feelings.  Celebrating the 'small' wins is crucial to any student's ongoing participation.

This belief does not mean that I think correct and excellent results are unnecessary, or that every lesson involved in the learning process should be guaranteed joy.  I know that the road to excellence may have disappointments, setbacks, and regular old bad days, and my role as a teacher is to produce the expected outcomes from my students consistently through it all.  However, I stand with the idea that genuine learning emphasizes progress over perfection, and personal victories are the most impactful.

Therefore, my teaching philosophy integrates high expectations for each student into a solid yet flexible structure that celebrates acknowledging and nurturing potential.  

My Teaching Methods

My teaching methods utilize a thorough understanding of expected outcomes, careful content organization and delivery, and creating a safe space for students to make mistakes and overcome failures to become well-educated and individually successful people.

I design my classes and courses to progress students thoughtfully through specific and increasingly complex challenges, developing confidence in abilities that build on each other with repetition and over time.

While using this tried-and-tested approach as the foundation and constant to support my students' learning outcomes, I have also become responsive and versatile in my day-to-day teaching over the years.  I understand natural intelligence and learning styles and that each student is unique even though the class, as a whole, is working towards common goals.  

I consider differences in energy, motivation, personal challenges and other circumstances.  And sometimes, things just run off course, so the ability to adapt is vital.  As best I can, it is my job to include as many students in the lesson as possible, and if that means changing my plans to suit their needs, I am capable of doing so.

I often share what I hope to accomplish with my students during our time together, whether that be over the year, term or next hour.  I have found that stating the expectations soothes anxieties about achieving them by narrowing focus on specific, attainable tasks. 

Transparency regarding my own limitations has never been unwelcome.  It could be regarding a historical fact, term of movement, demonstration of movement, or even the name of an artist - allowing myself to be an example of a perpetual student has been an asset to my teaching.

And the ability to laugh at oneself only reveals humanness, never weakness; an essential lesson in my learning I hope I can pass on.