TEACHING PHILOSOPHY
I am committed to the transformative power of education, guided by my ASCEND philosophy: Advancing Student Capabilities through Empowerment, Nurturing, and Development. This approach is rooted in fostering academic excellence and individual growth, preparing students for meaningful participation in our global community. My goal is to create an intellectually stimulating and supportive environment, recognizing education as a key to shaping personal identity, honing critical thinking, and igniting a lifelong passion for learning. My core values as an educator are as follows:
ACTIVE LEARNING & STUDENT-CENTERED INSTRUCTION
My teaching is grounded in the principles of Active Learning and Student-Centered Instruction, aligning with the Universal Design for Learning (UDL). I aim to engage students deeply, allowing them to explore topics comprehensively and apply theoretical knowledge in practical scenarios. This method supports diverse learning styles, ensuring an accessible, meaningful, and empowering educational experience.
DIFFERENTIATED INSTRUCTION & INCLUSIVE EDUCATION
Acknowledging the diversity of student backgrounds, abilities, and learning styles, I am dedicated to tailoring teaching methods and materials for inclusivity. By utilizing multimedia aids and interactive activities, I strive to make learning accessible and enriching for every student. Differentiated instruction and varied assessment options promote collaborative learning, supporting each student's path to reaching their full potential.
GROWTH MINDSET & RESILIENCE
I foster an environment where challenges are viewed as opportunities for growth. Emphasizing the learning process over immediate success, I encourage students to see mistakes as insights. Constructive feedback and a culture of exploration support a growth mindset, teaching resilience and the value of dedication and hard work. My aim is to guide students toward appreciating their educational journey as a continuous process of discovery and self-improvement.
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COMMITMENT TO EXCELLENCE
Teaching is a reflective and evolving practice for me, aimed at staying responsive to the changing educational landscape. Through the ASCEND philosophy, I am dedicated to nurturing individuals who are not only knowledgeable but also capable of making significant societal contributions. My educational strategies are designed to stimulate curiosity, reward the learning process, and prepare students for lifelong discovery and societal engagement.
RESILIENCE
Building resilience is critical to success in life and in learning. My work examines why some individuals overcome and learn from adversity quicker than others. I explore specific concepts considered cornerstones of resilience, such as self-efficacy and self-determination. Other primary interests include:
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The 40 Developmental Assets
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Adaptive coping skills
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Building resilience among students in urban settings
EMOTIONS
Our emotions help us to make sense of our experiences. However, if left unprocessed or uncontrolled, emotions can drastically alter our ability to thrive. On this topic I am engaged with research examining:
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Variance in emotional reactivity and emotional discipline
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Increasing positive affect among individuals living with impairments to mental health such as anxiety, depression and PTSD
STRESS
While many stressors may be unavoidable, how we cope with stress is learned and can be improved over time. Human reactions to stress lie on a spectrum and are influenced by unique life experiences. I am curious about why some individuals cope with stress constructively, while others engage in destructive behavior. Further analysis involves:
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Adaptive coping vs. Maladaptive Coping
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Stress physiology
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Perceived life stress
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TRAUMA
Significant trauma can negatively influence emotional processing, appraisal of stressors and self-esteem. I see immense value in weaving trauma-informed communication into the fabric of our educational systems. My research evaluates barriers that may hinder implementation of such practices and assessment of their effectiveness once carried out. Additional concerns:
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Trauma in at-risk youth
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Recovery from acute, chronic and complex trauma
Theories of interest: Theory of Resilience and Relational Load, Self-determination theory, social learning theory, identity theory