When I first started teaching, I had a student who often felt overwhelmed by projects. He would sit,
staring at his paper, unsure where to begin. I offered encouragement, broke down instructions, and
gave him strategies to start. But I always empowered him to make his own decisions. Over time, his
confidence grew. He began coming in early to work on assignments, showing me that he could take
ownership of his learning.
This experience shaped how I approach my classroom. I structure it to help students feel empowered.
When they feel overwhelmed or ask me to do tasks for them, I encourage them to see themselves as
problem-solvers and creative thinkers. Every student can tackle hard tasks.
One area where empowerment comes to life is in the creative process. Art provides a unique space
for growth, self-expression, and collaboration. One of my favorite assignments each semester challenges
students to try something new. I ask them to quickly create a series of pieces, experimenting with
techniques, failure, and collaboration. I provide a rubric with clear expectations—not only for grading,
but to ensure students understand my goals for the project.
Alongside creative freedom, I believe in the importance of structure. I create an environment where
discipline and creative play coexist. Classroom management, for me, means being a dependable presence
who supports students through both success and failure. I set clear expectations and follow through with
consistent consequences—positive and negative—so students feel safe and respected. At the same time, I
encourage risk-taking and critical thinking.
When students ask why I chose teaching, I joke that it’s because I like knowing more than others. But the
truth is, after exploring other career paths, I found teaching because it pushes me to understand my
material deeply and grow alongside my students. I actively seek feedback from both students and colleagues
to improve my practice and stay open to new ideas.
Ultimately, my goal is simple: I want my students to feel confident tackling challenges, both in art and in
life. Through structured play, collaboration, and guided practice, every student should leave my classroom
better than when they arrived—whether as artists, thinkers, or people.