Dance is the language my body speaks. Whether telling a story, healing my wounds, or exploring and discovering the unknown, movement has always been how I authentically express myself. As an educator, I aim to share that with people in hopes of touching their lives through movement. I aspire to inspire them to regain agency in their bodies, discover themselves, and ultimately, find joy.

I have five main pillars to my teaching philosophy: (1) learning technique to break it, (2) embracing uncertainty, (3) self-reflection, (4) inclusivity and degendering dance, and (5) community building through dance. I have grown this philosophy after teaching for the past 15 years.

Teaching serves as my means of building community, fostering growth, and helping students discover their voices. Coming from Lebanon, where I was one of the country’s top dancers and began teaching at a young age, I have always understood the responsibility of this role. Dance and teaching have shaped how I navigate the world, equipping me with tools for connection, self-discovery, and leadership. I teach because I want my students to experience that same sense of empowerment. I hope they grow as dancers, thinkers, collaborators, and artists who challenge norms and forge their own paths. My passion for teaching extends beyond training future professionals; I am equally dedicated to sparking a love for dance in all students. Whether they become social dancers or accomplished performers, I strive to nurture a lifelong appreciation for movement and an understanding of dance’s ability to connect, liberate, and celebrate.

Being a student shapes my teaching, helping me recognize and appreciate the qualities of an impactful educator. Inspired by my teachers, who continually engage in learning, I strive to embody this ongoing curiosity in my students. My teaching philosophy is grounded in the belief that dancers must develop strong technical foundations to break and reinvent them. Technique is not an end but a pathway to greater artistic freedom. Dancers must first understand the rules before they can break them thoughtfully. For instance, one exercise I ask students to do in class is to intentionally disrupt expected alignment—perhaps by shifting weight unexpectedly, altering the pathway of the arms, or deliberately breaking lines in a classical footwork phrase. This exercise challenges them to question why certain choices are considered ‘correct’ and empowers them to develop their own movement language. Through play, collaboration, and creative exploration, I encourage students to question established norms and push boundaries. I also aim to foster authenticity in my students, helping them listen to their bodies and express themselves genuinely rather than aiming to meet external expectations. Every dancer’s unique way of moving is recognized and nurtured.

Learning flourishes in moments of uncertainty. I encourage students to make mistakes, take risks, and embrace the discomfort of the unknown as an essential part of growth. Inquiry is central to my classroom, where students are urged to ask questions, challenge ideas, and experiment. By normalizing mistakes, I create a safe space where students feel empowered to take risks and build their confidence. Creativity thrives in this exploration environment, where improvisation and collaborative creation allow students to develop their artistic voices while uncovering new possibilities within the movement. In their written reflections on the class, many of my students comment on how I encouraged mistakes, making them feel freer to experiment and explore new possibilities.

I am committed to self-reflection and continuously refining my pedagogical approach to support student growth. Recognizing that teaching is an evolving process, I strive to remain adaptable and open to new methods, essential for addressing diverse learning styles. For instance, when students wrote in their self-reflection journals that they wanted to move like me, I realized I needed to incorporate more body isolation exercises into the class. I also integrate various learning tools, such as visual aids (like notes on the board), kinesthetic exploration, verbal cues, rhythmic learning, and reflective writing to support different learning styles. Reflective writing journals and individual meetings allow students to share what works, their challenges, and what excites them. This feedback enables me to tailor my teaching to their optimal growth and equip them with the most effective strategies to address their needs.

One example of my evolving pedagogy is my work in degendering social dance, challenging outdated traditions to foster inclusivity. For instance, in my classes, I don’t assume “women” are followers and “men” are leaders. Many of my students do not self-identify on the gender binary. I let students choose for themselves if they want to be a follower or a leader, in a way that is disassociated from their gender. I also work with students to explore ways for followers to initiate moves, breaking down the typical power dynamic between a leader and a follower. I embrace the responsibility of discovering new ways to communicate concepts when one approach does not resonate with a student.

This commitment to continuous improvement extends to all aspects of my teaching, including integrating social dance into my curriculum. Social dance provides lifelong benefits beyond traditional concert dance training. It accompanies dancers throughout their lives, enhancing their mental health, social connections, and overall well-being. In my classes, I require students to attend at least one social dance night outside the classroom to experience it hands-on. Through social dance, I break boundaries quickly; students are eager to learn and collaborate. Social dance promotes community, accessibility, and inclusivity, making dance a practice that extends well beyond the classroom.

Whether at an institution or through my community, I am committed to teaching for life. Teaching is not just a profession for me. It is the reason and the motivation that drives me to work every day. I have a deep passion for sharing, learning, and giving back, and I am dedicated to doing so for as long as possible.

I come from Lebanon, where I have been a leader in the dance community for years. I wasn’t just a dancer—I aimed to uplift others and advance the community. To continue this mission, I now focus on giving back through performance and education. Just as I once led by excelling as a dancer, I now bear the responsibility to shape the future. My commitment to teaching is not dependent on employment; it is my life’s mission. No matter where I am, I will continue to foster growth, build community, and elevate those around me. Teaching is how I give back, honor my roots, and ensure that the community that shaped me continues to shape others.