My teaching journey 

I began my journey to become a Classics teacher in 2018, both at Lyceum and University. During my MA, I completed the 'Teacher Training 24 CFU,' a 600-hours course designed by Italian universities to equip future teachers with comprehensive knowledge in pedagogy, didactic methodologies, psychology of learning, and specific training to teach Classics. I achieved the highest scores in all exams. During this period, I also volunteered as a Italian teacher for refugee children and teenagers.

This program not only equipped me with necessary skills but also enabled me to participate in the highly competitive national competition D.D. 499/2020 of then ‘Ministry of Education and Research’ to select High School (Gymnasium and Lyceum) Professors. I was selected for one of the six positions in Piedmont among over one hundred candidates, obtaining the Full Chair of Greek and Latin at the Biella Lyceum.

During my time at the Biella Lyceum (May 2022 - February 2024), I strove to ignite my students' passion for Classics. I taught teenagers aged 14 to 18, covering everything from basic Latin and Greek grammar and simple texts for younger students to advanced literature, such as Virgil and Sappho, and fine translation methodologies for older students. My work was supervised and approved by Professor Manuela Baretta, an experienced Lyceum professor with a PhD in Greek History.

This experience led Professors Marco Bettalli and Alfredo Rizza to entrust me with delivering university lectures on Greek History and Linguistics and assisting with exams.

I believe that innovative methodologies, which prioritize learning by doing and interdisciplinarity, are crucial in the study of ancient languages and cultures. These methods help make the subject attractive and interactive for students, while also addressing the ethical implications of the discipline's history.

From my mentor, Professor Maurizio Bettini, I learned the importance of 'Decolonising Classics.' I am committed to broadening Classics curricula to include diverse perspectives, such as those of non-Greek and Roman cultures, women, and slaves. For example, I taught a 12-hour class at Lyceum on women's voices in Rome, focusing on Sulpicia's poetry, and another 12-hour class on slaves, highlighting the cultural richness they brought to Athens. I actively engaged students, especially those with non-Italian backgrounds, in these discussions.

In both my university lectures and Lyceum classes, I consistently embraced a practical and hands-on approach. I balanced theoretical learning with group discussions and practical work, particularly focusing on primary sources. For instance, at the Biella Lyceum, I had my 14-year-old students reconstruct the third declension in Latin by reading inscriptions first-hand, turning it into a 'decipherment' game. This approach led to excellent test scores.

In every teaching opportunity, I developed step-by-step courses with clear learning objectives and accessible study materials tailored to different learning styles. I even collaborated with an international project that develops educational materials for language studies.

By bringing ancient voices to life, I strive to inspire the next generation of classicists with a dynamic and inclusive approach to learning.