Teaching Philosophy
My vision for physical education is to cultivate a lifelong passion for fitness, health, and well-being among students. I believe that it equips students with essential life skills and contributes to their academic and personal growth. I aim to foster a love for movement and fitness, promoting not only physical health but also mental and emotional well-being. Through innovative and enjoyable programs or curriculums I strive to instill values of teamwork and self-confidence, making physical education a fundamental part of a holistic education. This equips students with the tools to lead healthier, more active lives. Physical education should also nurture leadership, and self-discipline that extend beyond the classroom.
My Racial identity Development
As I reflect on my journey of understanding my racial identity, I realize that the awareness of my “whiteness” began during elementary school. Growing up, I didn’t think much about race, but I distinctly remember when I started noticing how my skin color was different from some of my classmates. I wasn’t conscious of racial dynamics until I began to observe how certain students were treated differently based on their race. Being white, I was afforded a sense of normalcy and not scrutinized the way students of color were. This early realization shaped my understanding of racial privilege. It was not until later in life, especially in college, when I became more aware of how race affects people’s lives in subtle and overt ways. This critical self-awareness has guided my teaching philosophy—recognizing that while I may not have had the same experiences as students of color, it’s my responsibility to create inclusive and equitable learning environments. I am learning to actively engage in conversations about race and dismantle my own biases, and this reflection helps me prioritize cultural awareness in my teaching.
Societal Contexts and Racial Awareness
As a child, my social contexts, including my family and community, reinforced limited views of racial diversity. Growing up in a predominantly white neighborhood, I rarely interacted with people from different racial or ethnic backgrounds. This lack of exposure meant that I had limited understanding of other cultures, and it wasn’t until adulthood that I began to realize how essential it is to be aware of and appreciate racial diversity. Through college courses, professional development opportunities, and diverse friendships, I began to learn more about the lived experiences of people of color. These experiences shaped my belief that racial diversity is something to be celebrated, not feared or misunderstood. This evolving understanding of race has made me more empathetic and aware of the ways in which systems of privilege and oppression work. As I apply this awareness in my teaching, I reflect on how to build a classroom and gym space where all students feel valued and respected. For instance, in Physical Education (P.E.), I am starting to think critically about how I can use Universal Design for Learning (UDL) to make lessons more inclusive and accessible to students from different backgrounds, interests, and abilities.
Designing Identity Affirming Spaces
In my teaching practice, I want to consider how I can use every aspect of the space whether physical or social to affirm students’ identities. For instance, flexible seating arrangements or creating a “wall of champions” featuring athletes from diverse backgrounds could help students feel a sense of pride and belonging. Additionally, integrating culturally relevant content into the curriculum can make learning more meaningful for students of all races. In my future planning, I will continue to reflect on how my teaching space can support students’ growth and development in ways that honor and celebrate their individual identities.