Teaching Philosophy

As an educator, I put students first. I want my classroom to be a safe place where students are welcome to be themselves and to let their creativity flourish. I strive to nurture an environment where students feel comfortable and confident to grow.

In my classroom, students will be given the tools they need to deepen their learning and more fully explore concepts that interest them. As stated by Snyder & Snyder (2007), “critical thinking requires more than simple engagement. It involves students’ personal discovery of information”. Working in the arts, it will be much easier to foster creativity and personal discovery than in other subjects. That said, I won’t take that expectation for granted—I will be sure to take advantage of this structure.

As a music teacher, I will find as many opportunities as possible to allow the students to create and collaborate. A few examples include having students:

     · Construct playlists of songs that best reflect themselves

     · Create a set of music for an imaginary choir concert

     · Put together a parody song

     · Compose a short melody/rhythm on an instrument of their choice

     · Work together to rate their performances and set attainable ensemble and personal goals to work toward when preparing for festivals or other significant performances.

Another thing I feel strongly about is how to engage students who prefer different types of learning (i.e., visual, auditory), and how to best connect with students with different types of intelligences. Keeping these things in mind can help me, as a teacher, to “assess and develop more and more abilities in students by exploring alternative teaching and assessment strategies” (Manhas, 2019)

I want to be able to educate and get through to each one of my students. In the choir classroom, one easy way of accomplishing this is included in the typical instruction for choir rehearsals by providing written music and also teaching by listening and repeating. Knowing that I will teach more music classes than just choir rehearsals, I will keep Gardner’s theory of multiple intelligences in mind when coming up with activities or project ideas for my students in music classes.

As a teacher, I want to make sure I’m equipped with the knowledge and resources to help any students who are in dangerous situations, inside or outside of schools. Similarly, I want to be able to be someone that my students feel that they can turn to, especially those who feel like they don’t have anyone rooting for them. As Torres (2018) explained, the best way to establish that connection is to be open about one’s own struggles so their students can feel safe in approaching them. Having overcome my own mental health struggles, I understand how important it is to have an authority figure you can safely turn to without worrying about being shamed or dismissed.

Overall, I want to be a teacher for my students. I love music and I want to share the joy and inspiration it can bring with my students. Above all, I want to be able to provide an environment where students feel safe, welcome, and free to be themselves. Not all of my students will leave my classroom and continue participating in music, but I hope all will leave my classroom having learned something that they can take with them elsewhere in life.


Manhas. T.(2019). Relationship between Socio Economic Variables and Multiple Intelligences of School Students: A Review Study. IJRAR – International Journal of Research and Analytical Reviews, 6(2), 2348–1269.

Snyder, L. G., & Snyder, M. J. (2007). Teaching Critical Thinking and Problem Solving Skills. The Delta Pi Epsilon Journal, 50(2), 90–99.

Torres. C. (2018). Broken and Healing: Normalizing Mental Health Issues in Our Classrooms. Learning for Justice. https://www.learningforjustice.org/magazine/broken-and-healing-normalizing-mental-health-issues-in-our-classrooms