Education

 Teaching Philosophy

     In a culture where students are increasingly influenced by accelerating technological advancements, a growing online virtual world, and proliferating social media, it is paramount for teachers, when possible, to establish classrooms that are personally engaging: with the course material, with the teacher, and with other students. I have noticed at the beginning of each semester that a growing number of students approach the classroom with a default disengagement; the teacher is not much more than a real-life video presentation. On the first day of a new course, some students seem taken aback when I talk to the class, as I address each individual, leaving no one unnoticed, expecting their full attention and involvement. This approach is sometimes met with an initial aversion, but once it becomes clear that this is the tone for the class, my disposition to connect is generally accepted and reciprocated.

     I believe an effective music teacher is inherently a leader, tasked with setting a precedent for success by showing enthusiasm for the material, care for the students, and by being student- and activity-centered. The teachers I admire most have an infectious passion for what they teach, leading the class with an attitude of excitement and enjoyment, which tends to permeate the entire class. They also show sincere concern for each student, being willing to help outside of the regular class meeting, gladly investing personalized instruction to ensure that any student willing to put in the effort will improve and stay on par with the course, if not excel according to their personal goals. Musical skill is best assimilated and mastered through experiential practice, and I believe effective curriculum should be correspondingly weighted as such. Also, the bulk of the course content should be student-centered, as teaching may only be considered successful to the degree that students apprehend and comprehend the material.

     I highly value student involvement in the classroom, and seek to cultivate a positive, constructive environment that provides individual and corporate rewards for participation. Imbedded in this dynamic is a welcoming inclusion of all students, whatever their backgrounds or identities. In the classroom, those enrolled are students first, equal and united in their common pursuit of knowledge. Any differing or unique identities beyond the student commonality are prized in that they bring a richness of viewpoint in class discussions. Some students have a strong aversion to speaking in class for fear of embarrassment. I aim to express appreciation for all sincere contributions, de-emphasizing the correction of error in favor of highlighting and building upon correct elements found in student input. I strive to make class participation feel like a team effort, recognizing, and subsequently, referencing individual input within a framework of cumulative knowledge, so students feel that the class is more beneficial as they work together to understand and assimilate the course content.

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