The most inspiring teachers are those who encourage all students to succeed in academia

and beyond. Before their time with me is through, I hope my students appreciate the journey that
leads them to success, which is often just as significant as the outcome. During my teaching
experience as an elementary general music teacher, I’ve found that positive reinforcement will
ignite students’ self-confidence, offering the support they require to persevere in acquiring,
developing, and refining musical skills from the K-5 general music curriculum. Music educators
who foster a growth mindset approach and embed social-emotional competencies into their
music curriculums will inspire their students towards achieving success in the music room and
throughout life.
I envision that in an ideal music department, educators serve to model and guide their
students in promoting learning environments of empathy and respect. As a result, all students
understand that they are valued members of their school and music community. Musical social
and emotional learning (MSEL) facilitates age-appropriate instruction since it can be adapted to
meet various learning needs of all students in a wide variety of musical contexts. Educators will
develop innovative lessons, making individual-based accommodations and modifications as
necessary, including interpersonal group collaboration and intrapersonal reflections to enhance
students’ involvement in the MSEL assessment process.
I will continue to seek enriching growth opportunities to advance my career in music
education through university courses or seminars, professional collaborations, workshops. I’d
like to express my sincere gratitude to all my mentors in education for their immeasurable
support and Dr. Scott Edgar for his book Music Education and Social Emotional Learning: The
Heart of Teaching Music, which has revitalized my teaching philosophy.