Learning is one of the most empowering and important human experiences. The ability and desire to learn are the key attributes that allow us to gain knowledge, wisdom, and personal growth. I believe that excellence in teaching originates from an insatiable desire to learn, and a constant pursuit to maximize one’s ability to communicate information to others.
My teaching philosophy is based on the Socratic method. My belief is that I am not the possessor of all knowledge. Instead, I draw on my student’s acquired knowledge by skillfully directing questions intended to develop critical listening, reading, thinking, and writing skills. I serve my students as a compass and road map. As a facilitator of learning at the highest obtainable level, I take my responsibility to encourage and inspire students to become active participants in their leaning process seriously. Despite their diverse backgrounds, I must become a positive role model for my students. It is my desire to be a role model who not only upholds university ethical policy, but one who possesses high standards in personal ethics as well. In turn, I trust my students will become functioning, intelligent, and responsible participants in the cultural development of our global society. It is my goal to encourage my students to actively participate in their education, careers, and personal lives.
I believe in equality of opportunity. Each student deserves equal opportunities to learn. Students must have fair access to classes suited to their abilities, interests, and talents, plus equal access to classes that will fulfill their degree requirements. Furthermore, within the individual classroom, each student deserves equal opportunity to learn. I strive to reach out to both the most and least advanced students and to use a variety of pedagogical techniques to relate to different learning styles and student experiences.
Many other disciplines teach that there is one correct answer, but dance stretches the mind and teaches that there may not always be one straightforward answer to a problem. Learning should be as experiential as possible. A student in dance develops discipline, proficiency, intuition, and imagination, which develop into modes of expression and communication. It is my aim to develop reflective problem solvers who use critical thinking and an inquiring spirit. I am committed to further developing cultural and global awareness and sensitivities within my students. My goal is to create collaborative partnerships with the community, including elementary and secondary schools and the curriculum integration of knowledge and information of those social forces and concerns, which drive education.
The quest for knowledge is one of the primary driving forces in my life. My passion for teaching is an extension of my own desire to learn, and it is this passion that fuels my pursuit of excellence in teaching. I believe that aspiring to be a great teacher is one of the most noble of goals; in it is the power to impart knowledge, to influence thinking and ultimately create positive change in the world. With this potential comes the responsibility and challenge to always strive towards becoming the best teacher I can be, and to never stop being a student.
My teaching philosophy is based on the Socratic method. My belief is that I am not the possessor of all knowledge. Instead, I draw on my student’s acquired knowledge by skillfully directing questions intended to develop critical listening, reading, thinking, and writing skills. I serve my students as a compass and road map. As a facilitator of learning at the highest obtainable level, I take my responsibility to encourage and inspire students to become active participants in their leaning process seriously. Despite their diverse backgrounds, I must become a positive role model for my students. It is my desire to be a role model who not only upholds university ethical policy, but one who possesses high standards in personal ethics as well. In turn, I trust my students will become functioning, intelligent, and responsible participants in the cultural development of our global society. It is my goal to encourage my students to actively participate in their education, careers, and personal lives.
I believe in equality of opportunity. Each student deserves equal opportunities to learn. Students must have fair access to classes suited to their abilities, interests, and talents, plus equal access to classes that will fulfill their degree requirements. Furthermore, within the individual classroom, each student deserves equal opportunity to learn. I strive to reach out to both the most and least advanced students and to use a variety of pedagogical techniques to relate to different learning styles and student experiences.
Many other disciplines teach that there is one correct answer, but dance stretches the mind and teaches that there may not always be one straightforward answer to a problem. Learning should be as experiential as possible. A student in dance develops discipline, proficiency, intuition, and imagination, which develop into modes of expression and communication. It is my aim to develop reflective problem solvers who use critical thinking and an inquiring spirit. I am committed to further developing cultural and global awareness and sensitivities within my students. My goal is to create collaborative partnerships with the community, including elementary and secondary schools and the curriculum integration of knowledge and information of those social forces and concerns, which drive education.
The quest for knowledge is one of the primary driving forces in my life. My passion for teaching is an extension of my own desire to learn, and it is this passion that fuels my pursuit of excellence in teaching. I believe that aspiring to be a great teacher is one of the most noble of goals; in it is the power to impart knowledge, to influence thinking and ultimately create positive change in the world. With this potential comes the responsibility and challenge to always strive towards becoming the best teacher I can be, and to never stop being a student.
