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My teaching philosophy is simple: Students come first.
I firmly believe it is my responsibility to build positive relationships first and teach content second. Learning cannot occur if students do not trust the adults who guide them. This principle guides all of my teaching and personal interactions with music education students. This does not mean I sacrifice high standards and allow my students to perform mediocre work. It means that I do not believe students can reach their potential unless they believe in the process and the mentors leading them through it. This philosophy is a way of thinking that I want the Baldwin Wallace music education students to embrace before graduation. The comment below from a student in my Intro to Music Education course makes me feel like my effort to teach students before the content is working: “This class made the bad days good and the good days better and I'm so thankful I got to experience it.” If students know I have their best intentions in mind, providing them with the tools, knowledge, and behaviors to have successful careers as in-service music educators becomes easier. I feel our music education students will flourish as teachers, musicians, and good humans after graduation if I meet these objectives.
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Teaching Philosophy
I also strive as a faculty member and trainer of future educators to model the professional principles that Baldwin Wallace music education students should develop through their coursework, observations of faculty, and interactions with me. These principles include: (1) cultivating positive relationships with students; (2) creating successful professional relationships with colleagues; (3) supporting their school, community, and colleagues; and (4) continuously developing their professional knowledge and skills beyond graduation. I want our Baldwin Wallace music education students to learn these principles so they can cultivate and demonstrate them as in-service music teachers. I believe my on- and off-campus professional activities since joining the Baldwin Wallace faculty support my professional principles and the high expectations of the Baldwin Wallace community.
Access and Equality
Another of my main goals as a music education faculty member is to serve as a co-conspirator and help change cultural traditions and the face of music education. A major aspect of this objective is recruiting future teachers into music education programs who represent the students they will teach. Currently, most of our profession is composed of teachers who do not share a cultural heritage or lived through the same experiences as their students. I believe PK-12 music students should have the opportunity to learn from teachers who look like them and who have experienced similar life events. This cannot occur if music education programs continue to recruit traditional students and keep barriers in place that discourage diverse candidates from applying. I am hopeful the Baldwin Wallace music education program can adapt our entrance criteria, recruiting strategies, and financial support to embrace and help achieve this goal.
I also want to create an inclusive music education program where all students feel welcomed. I strive to create a safe environment where students from all backgrounds can freely share their experiences through open conversations. Pre-service music education students should learn from each other’s experiences so they can use that knowledge to better serve their future students. Pre-service music teachers will not gain necessary knowledge and understanding of other cultures if there is not a place for these conversations to occur.
If we recruit a diverse student population into music education programs, create an inclusive and equitable atmosphere, and the ability to learn from others, I believe we can help change the limited traditions that occur in music education.
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