Our planet is filled with ecosystems in which scores of diverse organisms can live and thrive in symbiotic relationships. There is a lot to be said about what is possible when different entities work together towards a common goal. I believe it is useful to think of the classroom in the same way: an ecosystem whose members are all working towards a better understanding of any given subject. My philosophy of teaching is that everyone in the classroom should be encouraged to recognize their capacity as learner and teacher alike.

I welcome my students by establishing that they each bring a unique, valid perspective to discussions. These perspectives open up opportunities for students to teach and learn from one another. When students feel comfortable engaging and contributing in class, it makes for a more meaningful, student-centered learning experience which I encourage.

While students may enter my classroom expecting to learn, I clarify that I am a learner as well. I am genuinely interested in their thoughts and the many ways in which the same subject can be interpreted. For this approach to be effective, however, it is essential for learning to be relevant and engaging for students. Thus, part of my teaching philosophy is that lessons should challenge students to use what they are learning and encourage them to bring their own thoughts too. For instance, as a teaching assistant for a Medieval to Renaissance Art survey course, I designed a homework assignment in which students reimagined themselves as wealthy elites in Quattrocento Italy. Students were to describe a work of art they would commission to commemorate a big life event. My students ran with the creative nature of the assignment and exceeded my expectations. Not only did they demonstrate a grasp of the material, they established a personal connection with it. As a teacher, I aim to establish a solid foundation for these personal connections to take place because they breathe life into learning.