My teaching philosophy is grounded in education being organic, knowledge retention being amplified by opportunities for application, and that learning is a lifelong adventure. Students are not blank canvases waiting for my knowledge to form their complete picture, rather they come with unique backgrounds of life experience and personal insights that inspire individual masterpieces. I hope to inspire students to recognize their distinct strengths, instilling in them a desire to devour knowledge, and enable confidence to progress through educational challenges.

I know that my own passion for subject matter may not always be shared by students, but I hope for it to be infectious through lesson materials and class activities. I believe in being properly prepared to achieve desired outcomes while also being willing to adapt through student-led direction, capitalizing on student learning and development. I recognize that a deviation from lesson plans can affirm a mutual respect of time and allow unused material to be advanced preparation for future learning opportunities.

I believe that student performance has a direct correlation to class structure, open lines of communication, and confidence in evaluation instruments. I will encourage students to utilize all available resources and provide suggestions on time management for optimal performance on assignments. Evaluation tools should be malleable throughout a course and be in accordance with desired course outcomes. I believe that closed book-open note examinations with unlimited attempts within a specific time frame are ideal for students to exhibit their retention of some learning materials, while applied application through written papers or group projects also allows for students to exhibit proficiency. Student performance in these evaluation methods will also allow me as a teacher to provide personalized feedback and resources to optimize student experience and success.

I believe in clear expectations and consistent consequences, while also acknowledging that extenuating circumstances do occur unexpectedly. I will provide clear assignment rubrics, realistic deadlines for assignment/exam completion, appropriate feedback that may or may not include opportunities for resubmission, and a variety of open communication platforms for students to seek realistic minimal accommodations. I do not believe in last minute extra credit assignments and will not entertain pleas for a "passing grade" outcome when obvious lack of effort has been exhibited. Students that complete one of my courses will take full responsibility for their learning, recognizing that through their level of engagement in the course they have dictated their proficiency.