Out Loud!
My Educational Philosophy
Self-discovery Connection
Professional Development
Inclusivity Overall Well-Being
I believe that the purpose of education is to help us as individuals discover who we are, discover what moves us, and provide us with the means upon which we can maximize and discover our fullest potential. I believe that education can inspire us, motivate us, and be our saving grace. It connects us and brings our lives meaning. I firmly believe the art of teaching can transform our ways of thinking and our perceptions and understanding of others. Through teaching with an aesthetic lens, I know that I can help students receive the fruits of education, so that they can live a life that is fulfilling, authentic, and successful. I aim to not only teach dance, but to use dance as the way in which my students can engage in activities that aid in their self-discovery. I desire to help the individuals I have the pleasure of teaching to learn more about themselves and understand their power, abilities, and uniqueness.
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My educational philosophy is based within my genuine and deep desire to further the personal development of every individual who walks through my classroom door. With my innately optimistic and student-centered pedagogy, students will learn the skills they need to become leaders, self-lovers, dreamers, empathizers, open-minded individuals, and the best version of themselves. The heart of my goal is centered in positive encouragement, risk-taking, a global sense of understanding, self-awareness, and overall well-being. My purpose is to be instrumental in teaching students to both live and dance out loud. This can happen if students feel comfortable, heard, valued, and supported.
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I believe that an inclusive environment starts with creating a community agreement where students and teachers express what they need to maximize their potential. These community agreements will address my core values of mindfulness, commitment, support, positive self-talk, and respect. Inquiry is at the foundation of my pedagogy to fuel curiosities, engage in critical thinking, and gain insight from perspectives and ideas. Reflection, introspection, and imagination are three key components of my pedagogy. These serve to get students to create and understand the process of curation. Mindset practices help students gain power to make decisions as well as identify and explore their feelings about art and the human experience.
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In my own work, it is important that I show up with positive energy. I center my lessons around the students and their cultures and practices. I believe a successful educator gives students agency, collaboration, and instruction through example. As an ideal educator, I hold myself accountable in flexibility and being adaptable. I keep in mind that I am always learning. I do this by staying up to date with the latest dance education, networking, and engaging in professional development workshops. I know in my core that all students can learn and we as educators must never give up in figuring out how to best help students learn.
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The foundation of my education philosophy is that dance is capable of being a transformative medium for everyone. I am dedicated to helping my students understand the connection between their mind and body. Getting individuals to realize how they are both a work of art and a work in progress excites me. Maxine Green once said: “I am what I am not yet”. This statement embodies the essence of my philosophy, which is the journey of personal growth led through artistic practice. Dance has given me the space to challenge my thoughts and ways of living. It was and is a home I can return to in order to feel free and comforted. My teachers facilitated this and helped me learn more about my past and my present, so I can curate my own future that is not by default by my proximal influences. It is through my experiences that I fully believe that art fills the holes we have in our lives.
My Culturally Responsive Plan
Communication Self-Awareness Community Share Expression
My dance teaching practice is based on a strong integration of social emotional learning and culturally responsive sustaining education. My goal is to create a safe and encouraging space for all of my students to be able to discover and maximize their potential. I am dedicated to fostering a motivating atmosphere for students to participate in expression, create, collaborate, question, and reflect. In order to achieve this, I teach and gear the content of my lessons towards the interests, cultures, and needs of my students. How I teach is just as important as what I teach. Both are informed by my own students. My student-centered pedagogy is adaptable and flexible as my students constantly evolve to their changing environment. As they change, my instruction is modified so I can better serve my community.
I want to build a community of movers, leaders, and self-aware individuals. In order to build a vibrant and united community, I facilitate activities where each student can collaborate and celebrate one another. With social interactions, students will gain multiple perspectives. Positive and constructive interactions are always appreciated and encouraged in my classroom. My dance class is governed by a set of specific community agreements that are co-created with my students. These agreements are guidelines of behavior, class etiquette, and safety. To create community, each person must feel like their voice is heard, respected, and appreciated. To encourage students to be more authentic and share, the community agreements must include what the student needs to feel comfortable in expressing their voices and bodies. It is important that my students gain a deeper connection to their communities and cultures by learning about their cultures’ dances and getting their families involved. It is my responsibility to facilitate this rich environment and give them the support they need.
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To promote leadership, I give every student an opportunity to lead groups. I encourage self-assessments and self-check-ins to promote their metacognitive abilities and self-growth. I believe that self-assessments help students connect deeply to their work and build self-awareness. To further increase their awareness, I have students journal to reflect and ask questions. This exercises their minds to notice their own opinions. I also use meditation in my warm-up practice so they can learn how to calm their minds, breathe, and notice their thoughts. At the heart of my pedagogy, I believe that positive self-talk will help them take more risks, better their self-esteem, and improve their overall mood and energy.
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I desire that my students feel comfortable learning, growing, and developing in my classroom. I want the space to feel inviting with pictures and models that represent the diversity of my students. Their backgrounds are reflected in my lessons and in the aesthetic of my dance room. Dance is an empowering art form that can inspire change. Children can use it to make an impact on their own communities. With my guidance and support, I hope that students will use this outlet to enhance connection with themselves, their peers, and with their communities.
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