Teaching That is Engaging, Accessible, and Rooted in Experience

Too often, biology is presented as a wall of vocabulary and facts. My goal is to make the subject come alive. I do this by breaking down complex ideas and presenting them in concrete, relatable ways - using analogies, visual models, hands-on investigations, and real-world applications. Whether through station rotations, field walks, or ethical debates around biotechnology, I strive to meet my students where they are and build bridges to deeper understanding.

I am especially passionate about designing lessons that reflect how diverse learners engage with content. My classrooms are multisensory and movement-rich, grounded in the principles of Universal Design for Learning (UDL). I encourage exploration, collaboration, and student voice - whether that’s through differentiated lab work, creative projects, or simple moments of guided reflection. I want every student to feel seen, supported, and intellectually challenged.

Teaching Students How to Learn and Why to Think

More than finding the "right answers," I want my students to ask meaningful questions. In today’s world, they must be able to navigate an overload of information with discernment and curiosity. My role is to guide them as they learn how to evaluate sources, seek patterns, test hypotheses, and wrestle with ethical implications. I design tasks that require reflection, decision-making, and synthesis - because these are the skills that empower students far beyond the classroom.

In my classroom, critical thinking is also integrated with Catholic social teaching. We consider not only how science works, but who it affects, and how we are called to respond as people of faith and reason. Whether studying genetics, ecology, or cell biology, I want students to see science as a human endeavor - one that calls for compassion, justice, and responsibility.

Teaching as Ongoing Formation

Teaching is a vocation that requires humility and continual growth. Just as I encourage students to be lifelong learners, I am committed to reflecting on and refining my practice. I seek feedback from students, collaborate with colleagues, and actively engage in professional development. Whether through action research, educational psychology, or faith-integrated pedagogy, I strive to grow in wisdom and skill with each school year.

Above all, I want my students to walk away from my class not only knowing more about the world around them, but loving it more deeply, and understanding their place within it as thinkers, believers, and builders of a better future.