NATALIE DESCH

I believe in the energetic and positive phenomenon that is personal learning. As an ongoing life-action, it is both incredibly complex and spectacularly generative. Fully LIVING in the world is synonymous with LEARNING from the world. Each day provides myriad opportunities for the perceptions of experiences which can give rise to analysis, understanding, application, creativity, evaluation, and ultimately personal growth. I believe that learning has the potential to be fun––a process of wonder and discovery filled with joy. It is with such a tone that rich, life-long learning experiences will be cultivated. This is why I personally love the research I do, as it excites me to explore and process new things. Sharing discoveries from these research processes in the classroom constitutes an incredibly valuable transfer of information. To be an educator––a collaborator in such a sacred and worthy process––gives me a sense of awe and gratitude.

My approach champions an open-minded philosophy regardless of the content I am responsible for sharing. I believe there is no reason to limit what kind of dancer one can become or what kind of dance one should study. I aspire to encourage students to defy any negative or unproductive personal restrictions they place on themselves. I encourage them to try more things––to think in potentials. This philosophy, constantly saying “Yes!” to the new and the possible, is behavior I try to model in my research and in my teaching. There is little room in education for judgmental tone, negativity­, and stereotyping. Instead, I believe there should be space for inclusion, open-ness, and support. I work to energize, inspire, and motivate students, whoever they are, and wherever they may be in their learning trajectory. I work to introduce and guide students to original ideas, new knowledge, and personal growth. I endeavor for students to feel positivity and excitement in their studies.