Philosophy of Teaching
Core Values
The Zone of Proximal Development
The Zone of Proximal Development was a key construct in Lev Vygotsky’s theory of learning and development. The Zone of Proximal Development is defined as the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.
Anti-Banking Method
Coined by Paulo FreireIn in his essay The 'Banking' Concept of Education, the idea that education is seen as a process of depositing knowledge into passive students. Teachers are the epistemological authority in this system; students' pre-existing knowledge is ignored, aside from what was expected to be 'deposited' into them earlier. Freire also refers to a banking paradigm as regarding students to be "adaptable, manageable beings. ... The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.
Engaged Pedagogy
Bell hooks' (1994c) engaged pedagogy, explicated in Teaching to Transgress: Education as the Practice of Freedom, goes beyond developing students to achieve a prescribed level of literacy, the development of professional skills and/or conformity to the status quo, to nurture a reflective and critical stance to social realities. The pedagogy calls for a re-conceptualization of the knowledge base, linking theory to practice, student empowerment, multiculturalism, and incorporation of passion, to make learning more engaging and meaningful. Engaged pedagogy is a “transgressive” pedagogy.
Philosophy of Teaching Statement
Believing firmly in the multifaceted role of educators in shaping the lives of young individuals, I am deeply committed to cultivating a safe and inclusive learning environment where students can flourish academically and emotionally. From the outset of my career, I have been steadfast in embodying these roles, striving to serve as a positive influence and a reliable source of support for my students. My journey toward becoming an educator with a focus on holistic development and utilizing activism as education was inspired by my own formative experiences as a student. Nathan Kukla, my high school art teacher, played a pivotal role in not only honing my artistic skills but also shaping my worldview. Providing me with a sanctuary for self-expression during challenging times, his mentorship ignited in me a desire to pay forward the guidance I received. Just as Mr. Kukla served as a guiding light for me, I aspire to be a mentor and advocate for my students, empowering them to explore their passions and navigate the complexities of the world through an artistic lens.
In my teaching practice, I am dedicated to implementing innovative approaches that prioritize student well-being and foster critical thinking. I firmly advocate for trauma-informed teaching, acknowledging the profound impact of trauma on learning and behavior, and endeavor to create a courageous space where challenging conversations can occur. Given the contemporary challenges such as the societal stressors of the COVID-19 pandemic and school-related violence, I believe this approach is essential in modern teaching practices. Additionally, I am committed to challenging conventional educational paradigms by embracing concepts such as engaged pedagogy, as endorsed by Bell Hooks. This approach encourages a reflective and critical stance towards learning, granting students autonomy and advocacy over their educational journey, thereby fostering genuine growth.
I am a firm believer that education is activism, this acknowledges that the classroom is a space where social change can be initiated and nurtured. I believe, as an educator, that I have a responsibility to actively challenge inequities and advocate for justice within my teaching practices. This may involve incorporating diverse perspectives, histories, and voices into the curriculum, confronting biases and stereotypes, and fostering critical thinking skills that empower students to question the status quo. This underscores the interconnectedness of learning and social justice, highlighting the potential of education to not only inform minds but also inspire action and catalyze positive change. By embracing this perspective, I hope to empower students to become informed, engaged citizens who are equipped to challenge injustice and work towards a more inclusive and equitable society.
The opportunity to work with high school students holds particular appeal to me, as I am eager to inspire creativity, celebrate diversity, and encourage exploration of unconventional paths. By employing a diverse array of teaching strategies and fostering a nurturing classroom environment, my aim is to empower students to express themselves authentically and engage deeply with their surroundings. Adolescents often grapple with the pressure to conform, and my objective is to promote authenticity and mutual respect through art-making practices.
