Teaching Statement

    Every learner is capable and, as a teacher, it is my responsibility to learn and understand the language that my students best communicate in.  Respect is the first language I have to offer my students. Upon our initial meeting, barriers collapse with introduction exercises that actively build a brave space among peers.  A favorite with my students is tossing the “question ball”.  This is an activity that is accessible for nearly every age group, adults included.  In a circle, students introduce who they are and are presented with a pair of questions to answer based on where their hands land when they catch the ball.  This choice of questions allows students the flexibility to decide how much they would like to share.  After introductions, individuals are asked to discuss what they hope to gain from the class, as well as any expectations they may already have entering the shared space.  Students are gently reminded that their experiences and opinions are valuable and foundational to the experiences we create together as a group. Collectively, those ideas are developed into accessible goals for the ensemble moving forward.

          Creating an environment that engages every learner is dependent on inviting frequent feedback.  In rehearsal for a production of “Boxes”, we had a student cast in a major role who expressed they had a difficult time reading.  Memorizing lines is tricky for most people.  Working at a low reading level makes this task especially challenging.  Our strategy to conquer reading and memorizing the lines was to record the script being read aloud.  This student had a fantastic memory and learned best by following the script while listening to the lines being read aloud repetitively.  From here, they were able to add their own inflections and lyrical rhythm to bring their character to life.  When students are provided the opportunity to engage with their learning in a way that is meaningful to them, it allows for deeper growth and understanding of the student’s natural strengths and abilities.  From here, students understand how to better advocate for themselves and take further responsibility in their learning.  

          No matter the teaching environment I find myself in, whether it be in the community or in a classroom style setting, I hold my students to an expectation of excellence.  There is no one way to absorb new information.  Remaining flexible with my approach in teaching style has proven to be valuable.  In a life science unit with my 6th graders, we were learning about germs and different kinds of bacteria.  They were having a difficult time grasping the concept that bacteria can be beneficial and come in a variety of shapes and size.  The needs of a group arise moment by moment.  Learning how to adapt and respond in a way that is most impactful, is essential to fostering an inclusive and engaging environment. Using modeling clay we dove into a project that involved the students creating their own bacterium.  A proper name, the function, and how it thrives were all included in the students’ projects.  These were then compared to the types of bacteria they encounter on a daily basis.  Connecting concepts with students’ base knowledge allowed them to refocus their understanding and engage their learning.

          These strategies provide a foundation that is accessible for every learner.  Cultivating an environment that appeals to the individual with respect to the group is necessary in understanding the experiences a community has to offer.  Allowing choice in engagement, incorporating frequent feedback, and setting respect as a precedent leads to infinite possibilities of discoveries to be made. I appreciate the responsibility of actively creating collective environments and will continue to emphasize respect in the classroom, among peers, and for oneself with the ideas and experiences that are bravely brought forward.