Teaching Philosophy

We are all hard-wired to learn; it is something that occurs as naturally as breathing. Research has shown us that the ability to make connections and form ideas is at its peak during the years of infancy and toddlerhood and that as adults, keeping a “child’s mind” keeps us young. This plasticity of mind is a blessing that makes our existence both meaningful and miraculous. As an artist, educator and parent, it is my responsibility to facilitate, nurture and protect these natural precursors to learning. Lastly, a word here about teaching, as it’s developed in our society, as a “job”: teachers need to make themselves interesting people first; or rather, interesting people should teach others… and what makes a person interesting? Following one’s passions, following one’s heart, being kind, no matter what; dreaming- and insisting toward making those dreams reality… what kind of people should not teach? Folks whose only experience with teaching is the deluge of theories served up in “education” courses… People who have never dared follow their own dreams; folks who have never dared to color outside the lines; folks who for whatever reasons, intensely need to “work on” (while telling themselves they love to “work with") young humans… To them I say, notice how the need to change another lessens greatly when one works diligently at changing ones’self. These are not entirely my own thoughts; no, this is me, agreeing with and adding to John Holt’s thoughts.

Below are artifacts,such as essays or documentation of projects that demonstrate my understanding and ability to creatively implement Illinois’ Professional Teaching Standards. Eventually you will be able to read about and view the work and click on a link to access the Teaching Standards.

Essay 1 - The Power of Exquisite Art in Children’s Books

Essay 2

Essay 3

Essay 4