I believe that dance without expression is simply calisthenics. Dance as an art form has the power to uplift, communicate, inspire, and connect people from all backgrounds.  As a dance educator, I seek to impart to students the joy of movement and the power of expression through dance. I view my role in the classroom as multifaceted and nuanced, yet also very simple. I act as a facilitator, guiding students as they discover new and unfamiliar movement patterns and ideas; a cheerleader, celebrating student success and encouraging perseverance; a caretaker, maintaining a learning environment that empowers student development and voice; and a guardian, sharing centuries-old knowledge in a way that fosters posterity, inclusivity, and relevancy. 

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Just like my students, I, too have spent many hours in the dance studio. From those experiences, I understand the power held within those four walls. I recognize the tremendous power of influence teachers hold over their students, the superiority and exclusivity dance can enable when not taught with respect for self and others, and the vulnerability of students during the learning process. With these acknowledgments, my teaching style is student-centered, culturally relevant, and human-oriented. As an educator, I strive to remove my own ego from the learning process and meet students in a place that is appropriate and applicable for them and their goals. I understand that not all students learn in the same way or at the same pace. With this understanding, I recognize that success can be defined in many different ways and achieved through many different paths. I seek to teach in a way that encourages curiosity and exploration and that follows student interests. Through inclusive teaching practices, I want students to see themselves within the art form, and when this view of self is unavailable, I seek to create an environment where students feel empowered to imagine their own path. 

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As a dance educator, I know that teaching requires more than exercises, combinations, and counts. Students have lives, joys, and stresses that enter the classroom with them. With these acknowledgments, I believe that learning occurs when students are cared for on a human level. In this way, I offer every student compassion, empathy, support, and even tough love when needed. I understand that students, just like myself, are complex, layered individuals who require time to laugh, time to reflect, time to respond, and time to be quiet. I seek to connect with my students by sharing in their celebrations and mourning in their losses. 

From my own experiences, I know that the environment and culture within a dance classroom have the power to both inspire and deflate one’s sense of self. Within my own classes, I seek to create environments that support students as learners, artists, and people. To encourage learning, I seek to create an environment that is noncompetitive, challenging yet supportive, and amplifies student voices. I strive to create space within my classes for students to respond and explore and never expect any student to be a cookie-cutter cutout of myself or anyone else in the room. To encourage artistry, I seek to create an environment that celebrates individuality. My goal is that students find pride in their own identity within my classes. I believe every person is an artist in their own way and that sometimes, these talents just need support and encouragement to develop. Most importantly, as a dance educator, I seek to shape students who feel empowered by dance to pursue their own dreams, passions, and paths.