Teaching Statement
I will never forget my 11th grade biology teacher, Ms. K, who taught me that teachers are learners too. My high school was a Title I school that had just received federal funding for new science equipment. But, when the new equipment arrived, training on how to use the equipment did not. We spent the year learning how to use the equipment together. Ms. K radically challenged my idea about who teachers are. In showing her vulnerability through learning something new, Ms. K changed the dynamics of the classroom from one where information flows in a single direction to one of shared exploration.
As a student in library school and a library worker, I have had the opportunity to develop a teaching practice that is inquiry driven. My pedagogical philosophy aligns with that of critical pedagogy and student-centered educational practices such as connected learning. In practice, my teaching incorporates student interests and feedback, hands-on learning activities, and universal classroom design.
One of my favorite instruction experiences is a lesson at the intersection of these values and practices, “Musical Feelings.” I began learning to play the ukulele so that I could play comic book theme songs while facilitating a preteen comic book club at Charlotte Mecklenburg Library. I would also bring the ukulele into a preschool where I subbed as a teacher.
What began as a fun way to finish up a storytime or transition to a new activity soon became a co-learning experience. I noticed how students danced differently to “You Are My Sunshine” when I played it in the minor scale than when I played it in major. This led to a discussion about how music makes us feel and requests to explore how other hits like “Twinkle, Twinkle Little Star” and “Daddy, Why Did You Eat My Fries,” made us feel when played in different ways.
Incorporating students’ thoughts and feelings into this instruction provided students with the support they needed to take intellectual risks. Students began writing their own songs and performing them during circle time. Furthermore, we were able to foster a shared love of music that informed our classroom culture throughout the year.
In addition to student-centered learning, inclusivity and equity are primary goals of my teaching practice. I model respectful discussion through openness and kindness. I thank students for sharing and offer multiple ways for them to speak their minds. When planning Comic Book Club meetings at Charlotte Mecklenburg Library, I used surveys, talk-back boards, group discussion, and circulation statistics to inform my practice and assess my instruction. Before discussions, we would set guidelines for behavior as a group and decide what “respect” looks like together.
Finally, I value collaboration and continual professional development. Libraries were established upon the vision of information exchange, and true exchange is multi-directional. I envision myself as not only a librarian but as a learner and a comrade. I am a member of professional organizations such as the Young Adult Library Services Association and actively contribute to the Libraries subreddit. Sharing knowledge and learning skills with my peers has helped me to become a better librarian and instructor.