TEACHING
Teachers hold enormous power in the direction that our academic interests and pursuits take. They often sway the general paths of our lives, in many cases. In my experience, the teachers who have introduced me to a concept or subject have wielded influence that has stayed with me for many years. I have no doubt about their effect on me and their influence on my choice to ultimately pursued the topic they introduced me to, or not.
So, first my philosophy as a teacher is to remain aware of the power and influence, we hold as teachers and be vigilant about how to use this influence to help students discover what it is, they are capable of within a field of study.
Secondly, I see my role as a facilitator and a guide for the natural abilities of the student to emerge, not as someone whose role it is to convince or cajole. I believe that curiosity exists as a natural phenomenon in all students and that, as a teacher, it is my role to ignite and guide that curiosity in whatever direction it takes. I see cultivating the students’ natural curiosity and allowing it to motivate the
individual student’s own process of inquiry, as the door that will lead students to the desire for the knowledge and skills that are required for proficiency in a subject, topic or skill.
Third, I believe that every student needs encouragement. I think that without this, it can often be difficult for students to remain motivated. It has been the ingredient that has made all the difference for me in my academic and musical pursuits and I think that it can make the difference between a good and a great teacher. By “encouragement” I don’t just mean arbitrary compliments or saying anything nice just to appease a student who may be struggling. Rather I think it is ultimately more helpful to the student for the teacher to develop the skill of observing each individual and then indicate the positive aspects of their unique learning style. These observations can so often help to motivate the hard work that will be required of them to master a skill or a concept and point out what is working for each student as an individual learner. I think that this can go a long way in giving individual students the confidence and the skills to continue to learn, not just the concepts or skills I am introducing them to but also the tools to continue to learn throughout their lifetimes.
Ms. Cleary teaching credits include:
-Private Studio Instruction, Manchester, Vermont
-Children's Choir Director, St. Matthew's Episcopal Church, Bedford, New York
-Greenwich Academy in Greenwich , Connecticut
-The Hackley School in Tarrytown, New York
-The Masters School in Dobbs Ferry, New York
-Adjunct Faculty for Queens College Vocal Ensemble, Aaron Copland School of Music, Queens College, C.U.N.Y.