What is your teaching Philosophy?

Question

Why I teach.

Answer 1

At its core, my teaching philosophy is straightforward: support learning and develop critical thinking. Everything else is what I call "fluff." This perspective stems from my extensive experience providing training in disability and neurodivergent inclusive teaching practices. 

I deeply believe in questioning the status quo, especially established educational norms, when they don't serve the ultimate goal—student growth and understanding. The how, when, where, and what of learning can and should remain flexible and adaptable. When teaching a concept, I prioritize genuine comprehension over rigid methodologies. Similarly, when students are developing a skill, I focus on their achievement of mastery rather than prescribing the exact path they must take to get there. 

Central to my approach is the recognition that each student brings their unique constellation of resources, strengths, abilities, and interests to the learning environment. Equally important is my awareness that my learning preferences and styles likely differ from my students’. While it might sound clichéd to say I learn from my students as much as they learn from me, in the context of witnessing diverse learning approaches, this statement holds true. 

My ultimate aim is for students to develop, grow, and achieve in my classroom. Together, we discover the most effective learning strategies for each individual while thoughtfully introducing additional approaches that might enhance their educational experience. This collaborative discovery process honors both the student's natural learning tendencies and expands their repertoire of academic skills. 

Throughout my career working with diverse learners, I've witnessed how this straightforward yet flexible approach creates spaces where all students, regardless of background and identity, can thrive academically, socially, and personally while developing the critical thinking skills essential for navigating life beyond the classroom 

Answer 2

I believe every student can learn math—sometimes, the biggest hurdle is simply the mindset of “I’m not good at math.” My goal is to help students move beyond that belief and build confidence through consistent, meaningful practice. When we do a little math almost every day, over time, those small steps lead to real growth.

I don’t expect every student to become a mathematician, but I do believe everyone can appreciate the role math plays in everyday life—whether it's understanding a recipe, budgeting, or recognizing patterns in nature. My job is to make math feel accessible, relevant, and maybe even enjoyable.