My Teaching Philosophy

I believe that K-12 are foundational years in a person's life; the education they receive should foster self-actualization, emotional well-being, positive relationships, and personal growth. These developmental skills are imperative to learning how to confidently operate in the world. I believe that through building meaningful relationships with my students, using culturally responsive teaching practices, and creating a curriculum that focuses on individual learning needs and preference, an environment that is equitable and accessible to all can be created. 

“No significant learning can happen without a significant relationship” (Comer, 2001). Creating a positive relationship with students is a gateway to greater opportunity for learning and an environment in which they feel safe and understood. I primarily align with a humanistic and existentialist approach to teaching, although I do believe it's essential to incorporate various teaching philosophies to meet the diverse needs of students in the classroom. These philosophies allow students to find meaning within their work by pulling from their own personal experiences. When given this opportunity, students can genuinely express themselves through their work, resulting in more meaningful relationships and impactful learning. As a prospective high school art teacher, I will incorporate culturally responsive teaching practices into my curriculum. My focus will not only be to help students feel seen through their work and to grow as artists, but also to emphasize the work, styles, and techniques of artists from an array of different cultures and backgrounds. Art is a cultural subject, and my goal is to help every student feel safe enough in their identity to be able to genuinely express themselves through their work. Creating a comfortable environment for students to feel understood, empowered, and included through representation and different perspectives should be a priority in any classroom. Students with special needs will be given flexible lesson plans that cater to their specific learning styles. Resources for these students will include modified materials, quiet workspaces, extra behavioral and emotional support, and a classroom that is accessible to their physical needs. Although lecture-based discussions are important for context and skill sharing, hands-on experience with different mediums is imperative for an effective art curriculum. Project-based learning fosters creativity, critical thinking, technical skill development, and self-expression. Giving students the opportunity to work with an array of different mediums will help them grow into well-rounded artists. I believe in encouraging self-reflection and autonomy in students; allowing them to choose what works best for them by providing multiple pathways in which they can accomplish projects will foster that autonomy. This focuses more on the individual and allows students to learn in a way that works best for them. 

I understand how important it is to feel validated and seen in the classroom. My goal as a teacher will be to create a learning environment that encourages diversity, connection, different perspectives, and self-actualization. Meeting students where they’re at, understanding their different needs and perspectives, and creating an environment built on mutual respect will be the foundation of my classroom. Through meaningful connection, culturally responsive teaching practices, IEP friendly lesson plans, and encouragement of autonomy and self-expression, I aim to create a curriculum that is accessible to all regardless of background, celebrating the strengths of all students.