Teaching Practice

My practice is inspired by the concept of genetic epistemology formulated by Jean Piaget. Webs of association positively reinforce knowledge in learners' minds, facilitating and encouraging learning with gentle guidance from teachers. I sincerely believe in the power of process-focused learning. Here, a learner is fully encompassed in their task. Their bodies and senses accumulate the memories of learning. The efficacy of a lesson embedding itself in their being. Here, I am keenly aware of individual mindfulness and the need to have a low-stress environment to initiate the development of positive memories.

I aim to maintain an inclusive and trauma-informed practice. Understanding that each learner is a profoundly complex human being with diverse and individual needs. I strive to meet learners where they are and provide them a safe environment to fail, succeed, and grow. Learning is dependent on the individual and their interests and intentions. There is no cookie-cutter method. I aim to teach human being to human being, brimming with authenticity and reciprocal engagement.

Background and Philosophy

My professional life has spanned through several career iterations and amalgamations. I have worked as a Chef and artist and am a lifelong student. There is something to learn from every situation that I engage with. I believe also that the best way to learn is to teach. Engaging with materials and processes enacts deeper understandings, and when such understanding is further relayed from the self to the external, even more understanding is achieved. Moreover, I firmly believe that the more I learn, the more I realize and the less I know. With this attitude, I am constantly primed to engage with the material culture of things and to observe and reflect on objects.

This curiosity drives me to share and reciprocate knowledge and discourse with other complex individuals. Regardless of the subject matter, because of life’s subjectivity, every being will absorb and interpret knowledge through their own lens. Despite my context and biases, I aim to deconstruct my thoughts and amalgamate them with the learning of other students of life. My historical context as an educator and student will continually develop and evolve through escalating engagement with increasing sociality.