Teaching Philosophy
My teaching philosophy began to take shape when my mother, a middle school special education teacher, once asked me to test an activity for her students. She taped a dollar bill high on the wall and said my father and I could keep it if we reached it first. Because I am six inches taller than my father, I reached it easily; he did not try. The lesson was clear: what seems fair is not always equitable. That exercise still reminds me to meet students where they are in their educational journeys. Because students learn differently, my classroom engages material in multiple ways throughout the semester.
In my courses, I prioritize communication and active participation so students can help create a classroom community. Rather than dictate one path to understanding, I build supportive structures that invite students to explore, question, and contribute. I offer guidance when needed, step back when appropriate, and make space for student voices to shape our work. Grounded in respect for oneself, each other, the texts, and the learning space, my goal is to create a classroom where curiosity, responsibility, and individual discovery are commonplace.
Student feedback confirms that this community-based approach increases engagement, confidence, and belonging. Students have described looking forward to class, feeling welcomed into difficult material, and wanting to read, speak, and contribute. These responses affirm my belief that when students feel supported and respected, they are more willing to take intellectual risks.
Ultimately, I strive to create a culture of shared investment in student success. Like theatre, learning flourishes when people root for one another. As a theatre educator, I see my role as both facilitator and collaborator: building structured, welcoming spaces where students can take risks, challenge assumptions, and grow as artists, scholars, and members of an engaged learning community.
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