I believe students learn best in supportive, positive, inclusive learning environments in which clear expectations are set, and students feel they can learn, grow, and be challenged in a safe way. I think students ​​can greatly benefit from a multi-sensory approach that allows them to experience and absorb material in different ways. Through learning deeply about each student's learning style (visual, auditory, kinesthetic, etc.), I strive to tailor my lessons to each student. I believe students should be leaders in their own learning, giving feedback and communicating the ways in which they learn best, and that a student can not be motivated unless the teacher is. Role modeling motivation and engagement can help students in this process; therefore, I show up to lessons prepared and focused, and hope that my students do so as well. Additionally, I think critical thinking is a skill, like singing in tune, that can be cultivated with encouragement. An intrinsic part of learning and teaching is asking questions, and above all, I want to encourage my students to be curious, inquisitive thinkers and learners. 

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At the end of each lesson, I want my students to feel proud of the work they do in and out of my studio. I strive to help my students embrace their own unique sound and feel equipped with voice science informed technical tools to help them feel and sound great. Upon leaving my studio, students should be able to engage with musical material in a thoughtful manner, honoring the work, the intention of the composer and the performance practice of the genre, while still making each song their own. I want to provide my students with the information they need to thrive in any and all musical landscapes they find themselves in, whether those are middle school choir, prepping for college auditions or rehearsing for a gig or show. Above even the important work of knowledge acquisition and skill development, I prioritize the personal/professional growth of my students. My students' goals, whether that be, vocal technique, anatomy knowledge, vocal health and wellness knowledge, performance/acting skills, repertoire coaching, specific technical skill building, are always at the forefront of my mind and our time together. 

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I use practice routines as a form of assessment for my students. As a teacher I believe I should be able to tell if a student hasn’t been observing the practice routine. I also believe my students should be comfortable discussing all elements of their practice with me. I ask students at the start of every lesson how their practice has been going, checking in on key elements. This holds students accountable and allows them to engage with me in an open discussion about what they are learning. My teaching methods include physicality and self-massage in the studio, character voices to access different places of resonance, play (through dancing/physicality and acting work) in the studio, and using real life scenario prompts like “pretend to be yelling at a sibling to get out of the bathroom”, to access different sounds students want to be able to access. These strategies are all rooted in an embodied groundedness and fun/play. 

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I plan to continue to develop my teaching skills by continuing to put myself out there and be brave in my career decisions, continuing my higher education in voice and vocal pedagogy, continuing my membership with the National Association of Teachers of Singing, attending events, master classes and workshops, and working with, and observing other, more experienced teachers in order to continue to learn from them. I hope my students feel empowered through the goals we set together and feel pride in the work they do.