Philosophy of Education
The strongest, most lasting influences in the life of a child are the ones that result from positive experiences and personal connections. In recognition of this notion, I have adopted the basic philosophy of my high school band director, who so profoundly influenced my own life: "Love the kids, first; the rest will fall into place from there."
I have high expectations from my students; some are musical in nature, while the majority result in character development and zest for learning. I encourage my students to make responsible decisions and allow themselves to learn from their mistakes. Each student is asked to create consistency through an established routine, yet they are persuaded to challenge themselves to maintain an open mind and reduce the tendency to become complacent. They are expected to recognize the critical aspects of their performance, including and work together to reduce the discrepancies and encourage one another to strive for their potential. My students are asked to have a professional attitude about their program and take ownership of their organization and its perceived role in the school and community. They must work as a team, showing inclusivity, helpfulness, and compassion, showing their potential as leaders. My students are asked to manage their emotional reactions when unpredictable circumstances arise, including taking and giving constructive criticism, maintaining their sense of accomplishment in times of low motivation or not feeling their best, and working together to determine and adopt what actions led to success. It seems like they are asked to do display a sense of maturity beyond their years, but we are still able to have fun and enjoy the family atmosphere that an organization such as band creates.
To facilitate these expectations, I have expectations on my own part to meet. I make it a priority to create a positive, personal connection with each student on an individual basis, focusing on differentiation of instruction that capitalizes on individual strengths and learning style and appeals to the student’s personal experiences and goals. My experiences have shown that small, student-led groups can accomplish as much as a teacher-led, full-band session, and encourages students to think for themselves, often requiring critical thinking skills, also inspiring leadership from within the ensemble. One of my main goals is to teach the students to focus on what circumstances led to errors rather than simply pointing out the errors themselves. As a group, I prefer to ask the students to come up with their own conclusions, using logic and prior experiences, and I am often pleasantly surprised with the thoughtfulness and rationality of their responses. One major expectation I hold of myself is to aspire each day to model the positive personality traits I am asking them to portray, to give them a secure and judgment-free environment, and to show them that they are loved. I aim to humble myself to the realization that I am learning from my students as well!
I believe that my teaching skills and ability to relate to middle and high school students would complement and add value to the band program and overall sense of pride in their school. On multiple occasions, my former students have been recognized for their musical preparation, academic progress, and maturity in public places – one of my former superintendents even received a letter from a cast member at Walt Disney World about how well-behaved and polite our students were. In a time when older generations have serious doubts about the future provided by the current group of teenagers, I believe that I can help reduce this apprehension and give them an opportunity to show that they are capable of a great deal more than expected.