Zoe Sells

I believe the purpose of education is to help students become the best humans they can be: curious, passionate, and kind individuals who are able to engage meaningfully with the world around them. In my classroom, students are not passive recipients of knowledge; they are active participants. I constantly ask questions to spark their thinking, push their creativity, and guide them toward discovering what they love. My role as a teacher is not to hand them all the answers, but to act as a mentor and guide as they develop their own passions and identities.
I see students as naturally curious, and I believe it is the teacher’s responsibility to nurture that curiosity and help it grow into lifelong passions. Every student learns differently, and I strive to listen, adapt, and remain open to new methods of teaching and learning. In music, this means allowing students to explore, process, and connect with music in ways that are meaningful to them. One of the most powerful aspects of music education is the opportunity for students to connect emotion with art and to find meaning that is deeply personal, yet universally human.
In my classroom, collaboration is essential. I envision a learning environment where students work together to create something bigger than themselves — a choir that learns, grows, and makes music as a community. I want students to feel challenged and inspired, constantly learning new skills while also feeling safe to take risks. Classroom management, to me, is best achieved not through strict control, but by fostering a sense of belonging and purpose so strong that students care deeply about what we are building together.
Feedback in my classroom is immediate, constructive, and collaborative. If something goes wrong, I see it as my responsibility to adjust instruction, not as my students’ failure. I want students to feel comfortable asking questions, accepting critique, and viewing feedback as part of the creative process. In music, this shared commitment to growth makes the ensemble stronger and the learning process smoother.
I see my role extending beyond music education into mentoring students as they develop into empathetic, responsible people. Bad behavior is not tolerated in my class because we respect one another and listen deeply to each other’s experiences. Community engagement is also central to this vision. By participating in service and performance projects, students not only strengthen their musical abilities but also learn the value of giving back, building character, and forming bonds within their ensemble.
Finally, I believe that to teach is to learn continuously. I know that I am not the smartest person in the room, and I embrace that truth. My students, colleagues, and fellow directors all have knowledge and insights to share, and I am committed to lifelong learning. This openness to growth ensures that my teaching remains responsive, reflective, and always focused on helping students become the best versions of themselves.