Philosophy of Education

Just as a potter molds a fresh piece of clay, my teaching is under constant evolution. As the clay and the developing potter becomes one, the piece matures and becomes more sophisticated. So it is with education.

Whether it’s in art or technology, empowering the learner and instilling confidence in one’s abilities influences my methodologies. Although it may be easier and faster to do a task for a person, this produces dependence. Rather, I will provide needed guidance and support until the individual is successful. Initial complaints are replaced by self-realization that they can do it, gratitude that I believed in them, and secure risk-taking. Confident that all will eventually ascertain a strength or preference, students are deliberately exposed to a wide variety of materials, subject matter, and processes. I will never forget a student who spontaneously stood up and exclaimed, “Now I know what I’m good at!” when making a coil pot for the first time. Very rarely do I hear “I can’t draw” or “you need to be a computer expert to do this” in my classroom.

For today’s “iKids,” learning and applying skills embedded within a concept-based curriculum is more authentic and purposeful. Creating an advertisement using movie software is typically chosen over more traditional projects, even though it involves more time and planning. Those that “don’t do math” are stunned to hear that the tessellations activity they enjoyed so much is actually full of geometry. In both art and technology, when I work collaboratively with teachers, it helps enliven these meaningful connections across the curriculum. Facilitating the inquiry process, it is gratifying when a student suddenly makes the connection that certain designs are similar in many cultures, or when research on the endocrine system inspires the student to seek websites to learn more about her uncle’s diabetes.

Differentiation is important not only with young learners but also for adults. Mandating that all learned how to use the LCD projector for example, resulted in a dramatic increase in use, but tailoring non-required professional development topics to teacher feedback resulted in highly engaged learners who saw immediate ways of classroom application. The most successful topics were teacher-selected in content, presented in small groups, hands-on, and spanned several sessions. Visual handouts and online tutorial services provide reinforcement for those learning best in private.

While working with individuals who come from places other than mine own and traveling within the host country I have had the opportunity to engage in insightful conversations, which has led to examine my own conceptions and practices, and expand my intercultural awareness.  Through my website and artwork, I sought to provide a more balanced, open-minded depiction of the people and natural beauty of the host county. Emails from a global audience indicate that I have helped dispel some stereotypes and move some art instruction from more trite depiction of Africa to more beneficial study on a singular culture.

Even when kiln-fired, the piece is not finished. Transformations continue, as glazes are applied, yielding exciting results just begging to be shared. So it is with education.