Teaching Philosophy

I teach to help others remember what it is to play, to reactivate our oft-quelled youthful imaginations, to take risks. I hope that my students might approach class material with a sense of curiosity and adventure, understanding that “failing” is not “failure,” but rather the pathway to growth.

I teach to bring people together, reveling in a supportive community that recognizes the gift of our bodies and their infinite possibilities for movement. I teach to help students gain confidence in their unique individuality as they courageously make choices. I teach to make a positive difference in the lives of my students as I share insights about the gospel in relation to my life, dance, and the intersections between them.

Of utmost importance to me is a connection with my students, and as such, a specific area of pedagogical study for me is that of offering feedback. I strive to instill a healthy self-image through constructive feedback to as many as possible during every class. I specifically utilize the teaching strategy of inquiry, questioning my students to understand their thinking before I state my own. I aim to trust that learning will take place through many means—often not because of something I said in direct effort to create a teaching moment, but rather through experiences students might have out of the classroom, engagement with their peers’ work, or an “a-ha” moment months or years later.

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