My teaching philosophy centers on the belief that the purpose of education is to prepare young adults to think critically about the world around them. But this connection needs to be fostered by meeting students where they're at and through genuine one-on-one connection.

I take pride in teaching English because it offers some of the most universal applications of critical thinking. All students in the U.S. encounter ideas, information, and culture through their understanding of the concepts taught in English class, be it through the news they read, the stories they watch, and the media they consume. By teaching English, I aim to help students look beyond the surface and uncover deeper meaning.

But for that to happen, students must first be met where they are.

That understanding reshaped my approach to teaching. Early on, I entered the classroom driven by my own passion for literature and analysis. I envisioned rich discussions and deep textual exploration, similar to what excites me as a reader. I wanted to recreate that same sense of enthusiasm and intellectual engagement for my students. However, in practice, I found myself doing most of the thinking, leading with heavy analysis and long explanations, while students struggled to keep up.

A turning point came when school data revealed that many of my students were performing below grade level in reading fluency and comprehension. That moment clarified the disconnect: it wasn't a lack of interest or effort, but a lack of access to the foundational skills needed for analysis.

From that point forward, my focus shifted. I began prioritizing the development of core literacy skills, using data to guide instruction and meeting students at their actual entry points.

Now, my classroom centers on student growth that is both data-driven and relationship-driven. Building genuine connections with students allows me to understand their needs, while skill-based instruction gives them the tools to meet high expectations. Rather than focusing on what I find most engaging, I focus on what students need in order to think independently and critically. The ability to analyze complex texts is not an innate talent; it is a skill that is built step by step. Every student deserves access to those building blocks.

I find a real sense of clarity and purpose in this approach; it ensures that my teaching is not only engaging but meaningful. It allows me to move beyond intuition and anchor my practice in what truly benefits students. And with that, I can offer them an opportunity to grow, think critically, and to fully participate in the world around them.

I take pride in creating an environment for my students that is alive and engaging but not loud and distracting. A place that can take away a lot of the daunting formality of some classrooms. I love including music, videos for ambiance, handshakes, drawings, and time for students to share their interests and hobbies.