In my classes, I consider myself as an actor trying to combine a sense of spontaneous discovery with the confidence of rigorous preparation. I rely on the engaged presence of my audience while trying to create a sense of community by challenging individual expectations and including students’ voices. My approach to designing assignments, imparting knowledge and conducting students’ active learning sessions aims to put into practice the visions that transpire from this analogy. My fifteen-year experience of teaching language and culture (English and Persian), and performing arts in Iran, China, U.S.A. and Canada has empowered me to choose a flexible instruction style and a multi-layered method, responsive to the unique atmosphere of a given class and the students’ learning needs.

The question I’m asking these days:

How can we better reach underserved, first-generation, and disadvantaged students in our classes?