My typical classroom fosters critical thinking and facilitates the acquisition of life-long learning skills (e.g, presentational skills).  My teaching style blends theory into practice; I continue to question the practical applications of any material I am teaching and involve the students in addressing these questions.  While teaching, I divide the class into small work groups, encouraging the students to discuss their assignments with their groups before presenting them to the whole class.  In addition, I incorporate ethnographic studies in my teaching and encourage the students to conduct field studies in their local communities and to uncover overlooked performative aspects in them.  I believe this methodology facilitates theatre's progression as a discipline by propagating the practice of cultural discovery.

I consider myself to be a facilitator rather than a traditional teacher.  I try my best to create a safe class environment that helps learners address personal growth issues such as race and gender issues in relation to the material on which we are working.  I dedicate the first sessions to creating a cohesive class and an appropriate environment in which the students can work collaboratively.  I lead discussions, I guide problem solving exercises, and I provide demonstrations that connect theory to practice with the help of actors, dancers, and performance artists.  I believe that doing is the best way to learn.  Therefore, I foster a culture of doing in the class and blend it with the theoretical materials.

I believe that observation is also an effective way to learn since it motivates students to assimilate works of influential artists, and it allows them to relate the theories they learn to practical examples of master performance works.  I expose the students to a variety of performing arts by showing videos and DVDs which provide them with concrete examples of the material we are discussing.  I invite guest speakers to my class whenever I can because they bring specific expertise to the class and enrich it by their knowledge and unique personalities.  

I do not believe in traditional assessment; therefore, I do not administer final exams.  I evaluate the students on the basis of their process and development throughout the semester.  I value their dedication to their work over flawless final presentations.  In order to evaluate my own effectiveness, I constantly reevaluate my teaching by inviting feedback from students and senior faculty members.  At the end of the semester, I conduct a final, thorough survey of the students and myself.  I am motivated by my students to learn new skills and gain knowledge.  I incorporate my personal and artistic growth in the process of my teaching.  I am passionate about creating new courses that combine art, culture, performance, and community.  I also approach classical courses from a different perspective.  In general, I strive in my teaching to connect theory to practice, and to connect life to learning.  I teach to continually challenge myself and to change people.