I believe in the importance of mastery. Not necessarily in the traditional sense of mastering math equations or the flawless use of literary devices, but rather in self-mastery andmastery of transferable skills. I believe that a great majority of skills can be developedwith the right kind of help no matter how seemingly ‘talented’ or ‘untalented’ one may appear.
I believe that rather than treating my students as empty vessels, inside which, knowledge must be imparted, it is my job to encourage every student to engage with a growth mindset in the pursuit of self-mastery. In doing so, learners will develop skills that serve them more diversely and more purposefully in the world they take on every day.
Keeping DEVELOPMENT as the focus
Development is an active process not a state of being. By creating a classroom culture that emphasizes community, allows my students to make mistakes and feel welcome toask questions without fear of persecution, students will begin to understand that learning is a non-linear, lifelong journey. By acknowledging the fact that everyone learns differently, the value in making mistakes, and emphasizing peer helping, students will be in an environment that allows them to develop interpersonal communication skills, adaptability, emotional regulation, coping mechanisms, resilience and grit.
I also believe in teaching who you are. I think that in teaching with your style, interests and values in mind, you will be a more authentic, dynamic and effective educator. My interest is in mental and physical well-being, development and lifelong learning. I think that allowing your interests to penetrate your classroom and letting the students see who you are, encourages them to be more engaged in class and gives them an example to look up to- an example of someone being present, passionate, and invested.