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Philosophy of Teaching

Teaching is an art and a noble profession, one in which I take great pride and derive tremendous satisfaction. I look forward to entering the classroom or studio and engaging the learning process with my students. Through my interactions with them both in and out of class, I have the opportunity to help them achieve academically and grow professionally and personally.

As an educator I see my mission as twofold; that of communicator and facilitator. To impart knowledge I must be able to communicate effectively. Good teaching goes beyond the communication and transfer of knowledge, however. It also involves helping the student learn to think critically and work out solutions on their own through the transfer of concepts and skills learned. I constantly strive to facilitate this by provoking thoughtful discussions and guiding students through the transfer of skills and ideas to other applications.

To effectively play out these dual roles, the teacher must also be able to establish a good working relationship with the student. This is best done through sensitivity to differences in abilities, learning styles and personalities. Different students and situations call for different approaches. Some students respond well under pressure, while others need a more nurturing approach. Regardless of the approach taken, the teacher should be sensitive to the response of the student, and make adjustments accordingly. 

One of the things I enjoy most about teaching is the day-to-day interaction with the students. I find that I learn from them as well, and truly appreciate the opportunity to be a positive influence on them in return.


Teaching methods and style
In order for learning to be most effective, I believe the learning environment must be one in which the student feels comfortable. This means creating an environment in which the student feels appreciated, respected and safe to make mistakes as the learning process evolves. More simply stated, it is putting the "golden rule" to effect in the classroom. Conversely, as the student develops a sense of trust and respect for the teacher, their motivation to work with the teacher in meeting their expectations increases. My teaching style reflects this belief and my personality. I use a relaxed approach in the classroom, and infuse humor frequently. I strongly believe in the power of humor to motivate students and create a positive learning environment. When students make mistakes, I try to find a humorous way to point them out. This is not to say that the task is not taken seriously. Certainly it is, and I do take a more serious approach when I feel it would better serve the situation. This is also not to say that class time is playtime. My students understand that when we are in class we are there to work and to learn. I find, however, that they become more engaged in the learning process when they feel it to be an enjoyable one.

Setting and conveying standards and expectations is also important. Students should be challenged to do their best. To do otherwise cheats the student and undermines the educational process. I strive to set these forth in several ways: through the course syllabus, verbal explanation, curriculum content, and grading standards. Included in the course syllabus is a clear explanation of course goals and objectives, and grading policy.  I also explain to the class what is covered and expected, and how grades are taken and calculated. Due to the subjective nature of performance grades, I use letters with plus and minus signs, and explain the standards used in awarding these grades. The course content provides further evidence of expectations.  Students quickly realize that they must apply themselves to satisfactorily meet course goals.

Effective teaching draws the student into the learning process through involvement and participation. In my group piano classes, I frequently have the students play for each other and critique each other's performance. As musicians and future teachers, critical listening and diagnostic skills are essential.  Having the students play for each other is an excellent tool for sharpening these skills. In preparing to play for others and hearing what their classmates have accomplished, it also provides motivation for them to do better.