Teaching Philosophy
I understand that each student is different and my role as a teacher is to adapt and change with each unique person. What works for one student may not work for another; therefore, each lesson is a new adventure, with new goals and exciting and creative ways to teach and learn. Within this continuously changing and evolving way of teaching there are certain fundamental approaches that I maintain throughout each lesson or course: communication, individualized goals, leading by example, instilling confidence, giving back to the community, and equity.
Communication. Communication is an essential part of life and is the foundation of my teaching. Often students struggle to learn in traditional formats within academia, which led me to the creation of a teaching style which is student focused and includes regular communication. A lack of communication can greatly hinder potential learning. With open communication, students feel free to disagree and question the teacher, which greatly benefits the student and enhances their education. Communication also helps an educator realize whether there is adequate understanding, or whether further explanation is needed. Additionally, I encourage my students to identify an additional supportive friend, colleague, or family member in their life to help support their learning process in a positive and beneficial way. With this added level of support students tend to be more successful and willing to reach out when they are struggling.
Individualized Goals. Each student is an individual; therefore, I create individual, and constantly evolving lesson plans to fit each student’s needs. Different learners demand different teaching approaches, and I consistently work to improve my teaching to ensure that I am meeting each student in an optimal way. I expect each student to demonstrate growth and celebrate their progress along their collegiate journey.
Leading by Example. It is important for students to navigate their own personal and professional journeys. Many features of successful professionals cannot be taught, but those inherent skills can be honed. I believe that through my shared experience and passion for creating, teaching, and growth, I am able to show my students examples of a variety of directions their careers may take. My goal is to nurture each student’s unique voice through the study of music. I lead by example, showing my commitment to my career through a rigorous schedule of solo, chamber, and orchestral performing, non-profit management, grant writing, running an LLC, and constantly creating new and exciting projects in addition to teaching my oboe studio; this demonstrates and normalizes the multitude of directions that a professional musician’s career may take. Giving students an opportunity to watch and learn from someone who not only “talks the talk,” but also “walks the walk,” helps to develop students’ curiosity about the life of a performing musician and teacher.
Confidence. Creating something new that has come from deep within is a vulnerable act that exposes the student both as an unorthodox thinker and an individual. Confidence is essential to success and I work to cultivate this among each student I teach. I intentionally create a circle of support within my studio. Leaning on colleagues and classmates is imperative for success; no one person can do anything alone, collaboration, connections, and networking are vital. There is an expectation of positivity in all aspects of the class. The class will always lift each student up with critiques, whether they are aspects done well, or skills that need honing. There is no place for negative self-talk, it benefits no one.
Giving back to the Community. I believe teaching a topic aids in learning the topic. Studio classes and some class periods are led not only by me, but also by individual students at all levels within the class, whether engaging in solo or team teaching. An inclusive community is paramount for an equitable learning environment; therefore I foster an attitude of engagement at every level of mastery. Students will learn through teaching local middle school and high school students, and those students will have a positive experience at our university. Giving back feels good, and helps others while also working to sustain an ever growing community of oboists.
Equity. As a teacher in a diverse community it is imperative that I teach in an equitable and inclusive manner. When communicating during and outside of class, I welcome tough conversations from students of color, ethnicities, sexual orientations, students with disabilities, and various backgrounds to talk with me about how the structure of the course could better serve them. Midway through the semester I will ask for anonymous feedback from all students about something they want to start, stop, or continue doing in our class. This feedback allows me to tailor each course to all students involved. Teaching with an open and understanding demeanor allows students to feel more comfortable which often leads to more successful learning.
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