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Teaching Philosophy 

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I believe I have the power to positively influence every student that enters my classroom. I listen to, respect, and encourage students to be the best they can be both physically and mentally. I see myself working with students with all levels of experience while working towards the same goal of personal growth through movement. I believe wholeheartedly that movement is powerful and can change how a child views the world around them and their place within it. As a dance educator, my main goal is for inclusion in my classroom--inclusion for all bodies, races, ethnicities, sexualities, genders. I believe I can accomplish this through creating culturally relevant lessons and listening to my students’ needs.

 My role within the classroom is to offer support, and that ideology will vary from student to student. I believe that being a supportive teacher ensures an environment where all students will learn best. A supportive teacher understands that each student learns differently and offers multiple avenues of learning within their lesson. I want to enter my classroom with multiple ways to learn the same concept to provide every student a meaningful learning experience. Every child possesses the capabilities to learn new skills, be challenged, and enjoy learning in the dance classroom.

 

In my classroom, I want every student to feel accepted and that they belong. Currently, the dance community is reimagining the concept of the “dancer’s body”. Body positivity and respecting all bodies goes hand in hand to the respect that must be present within the classroom. I hope my students learn from me not to judge others and to honor that everyone’s body is unique, which is what makes dance so special. There is no such thing as a “dancer’s body”--in order to dance all you need is yourself! I want my students to feel confident within their skin because that will transfer into their dancing and confidence overall. Confidence within the student in the dance classroom will then transfer into other areas of their academic life. 

           

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