As a music educator, my purpose is to nurture both musicianship and character by designing student-centered learning environments that encourage curiosity, persistence, and creativity. I believe all students can grow when instruction is differentiated, culturally responsive, and rooted in high expectations paired with meaningful support. My teaching philosophy combines structure and freedom so students master fundamental skills like rhythm, tone, and notation while exploring how music connects to their own stories, cultures, and emotions.

My approach follows the principles of Universal Design for Learning (UDL), offering multiple means of engagement, representation, and expression. I intentionally design lessons that make every learner feel successful, whether through movement, visual models, peer collaboration, or digital tools. For example, I apply what I call the “sneaking in the vegetables” method, embedding essential skill-building like metronome practice and repetition inside creative, game-like activities. Instead of simply drilling scales, students might play along with a backing track that feels like a real performance, turning disciplined practice into joyful music-making.

I integrate technology and reflective learning to help students take ownership of their progress. Using recording software and digital audio workstations (DAWs), students can listen back, self-assess, and identify time-stamped strengths and improvement areas. This process encourages metacognition and mirrors my own professional reflection as an educator, aligning with TPE 6, Developing as a Professional Educator.

Ultimately, my goal is to guide students toward becoming independent, creative, and confident musicians who embrace challenges and see themselves as capable learners. When students leave my classroom saying, “I can do hard things,” I know they have gained more than musical skill. They have developed the mindset to learn, grow, and persevere throughout life.