Teaching Philosophy

I believe the purpose of education is to be informed. Learning is limitless—it’s something that should be innate to all human beings. My role as a teacher goes far beyond delivering content. While I am here to teach, I’ve also become a parent figure, counselor, therapist, friend, and confidant for many of my students. I embrace that responsibility because I understand the realities they face—death, trauma, financial instability, and violence are part of their daily lives. In order to teach effectively, I have to reach them first.

Students learn best when instruction is intentional and consistently modeled. I use the "I do, we do, group do, you do" approach to ensure students see multiple representations of a concept before being expected to work independently. I also rely on formative data, such as Eureka Math exit tickets and i-Ready diagnostics, to inform my instruction and track student growth. Attendance and access to tutoring are also critical—gaps form quickly, and I encourage students to seek help early to stay on track.

Building relationships is a cornerstone of my teaching. I do this by being my authentic self. While some educators adopt a more "censored" version of themselves, I choose to be real with my students. They need to know that someone sees them, hears them, and respects them. I provide a safe space where they can vent, process, and problem-solve without judgment. My classroom is not just a place of learning—it’s a space of healing, growth, and possibility.

Technology is a regular part of our learning environment, integrated through daily smart board use and platforms like i-Ready, Zearn, and Nearpod. These tools enhance engagement and allow students to take more ownership of their learning.

I didn’t plan to become a teacher—initially, I wanted to be a pediatrician. But teaching found me. I used to play school as a child, and now I get to live out that passion daily. The most rewarding part of teaching is watching students make connections between what they’ve learned and new information, and seeing them overcome the personal battles that once held them back.

Ultimately, I want my students to walk away with more than academic knowledge. I want them to understand life better—to know that their circumstances don’t define them. I want them to enjoy their childhood, but also recognize that the decisions they make now shape the adults they’ll become. I strive to give them the tools, confidence, and mindset to take life seriously—and take charge of their futures.