Teaching Philosophy
“As an educator dedicated to an inclusive learning environment, I encourage my students to use their voices, whether that is in one-on-one sessions or the classroom. Every student is important, and sharing their stories is essential to not only their empathetic development but also the empathetic development of their classmates. It is my hope that my class is a safe space and one that pushes boundaries. Allowing students to find and harness their voice, their opinions, their understanding of the world, their understanding of history, and everything in between is why I am a teacher and what drives me to be in the classroom with these powerful, incredible students every day. ”
Trauma Informed Pedagogy & Sitting in a circle
As a former YWCA leader, volunteer for Nashville’s Sexual Assault Center, and yoga instructor, trauma-informed pedagogy is an integral part of my teaching. This means that I:
Learn every student’s name and preferred pronouns and call them by it regularly.
Turn every chair so that the student can see the board, my whereabouts, and the door.
Never shame a student for sharing an opinion, personal connection, or text-based connection.
Find a grounding point for every student (This is a point of connection like a shared interest in The PowerPuff Girls, Tennessee sports, a funny meme, etc.).
Look them in the eye when they are speaking.
Generate inclusive discussion.
In my classroom, I position all desks and tables in a circle, mirroring the Harkness table, which was heavily used in my undergraduate and graduate courses. Every single person is able to make eye contact with anyone else seated in the circle, thus humanizing their classmates. At the beginning of class, I ask a question to kick off our seminar discussion and encourage the students to gather their thoughts before the floor opens up. The students share their thoughts freely, and I urge them to think out loud to allow for a collaborative discussion rooted in critical thinking. If too many students want to share, then I will step in as a moderator to ensure that every person who wants to say something does. I will also call on students who remain quiet and encourage them to share their thoughts and opinions as well.
The circle seminar is a medium that invites insight from students of various backgrounds and allows students to hear connections that their classmates have made about the text. When I first started using this method, students were cautious, and I could feel their anxiety about “being wrong.” However, this mentality was easily broken once I peppered easier, more constructive questions before reintroducing the larger question.
Inspiring Creativity and Expression
I firmly believe that my role as a teacher should encourage students to question everything (their surroundings, governments, religions, written texts, etc.). I never shy away from discussing what is happening/has happened in the world - no matter how hard to digest. Students know what is going on, and some do not feel comfortable going to their parents or other authority figures to help them understand. If I give them the space to discuss those truths, then they will jump at the chance in an effort to process and gain a more empathic understanding of their fellow man.
I also encourage students to disagree with me because my opinion is not and should not be The Opinion. This also opens up discussions, giving the students the freedom to say what they need to without the fear of repercussions.
Every single student has their own story to tell and their own lived experience that will guide them to make insightful and necessary change. As their teacher, it is my job to help them find that voice and encourage them to draw on what they already know - through other classes, their home life, and more - in order to make connections between what we are talking about in class and the “real” world.
It is for this reason that I have students complete a variety of assessments rooted in academic writing, critical thinking, creative expression, or a mixture of all three. Giving students a innovative assortment of choices for their major assignments gives them the freedom to use their strengths in a very “non-traditional” way and that hopefully helps them find their voice through creative expression.