Drawing from Self-Determination Theory, I aim to create learning spaces where students feel competent, connected, and in control of their learning. I am influenced by Montessori principles, particularly the idea of "freedom within limits," offering students choice and ownership within a carefully structured environment. I also implement the Gradual Release of Responsibility model—moving intentionally from teacher-led instruction to student-led exploration to build independence and confidence.

With an emphasis on Critical Pedagogy, I strive to elevate student voice and incorporate learning that is culturally relevant, socially aware, and reflective. Through Universal Design for Learning (UDL), I design lessons that are flexible and accessible, offering multiple entry points and pathways for success. I believe in the power of Transformative Learning, encouraging students to think critically, reflect deeply, and see themselves as active participants in their world. I also nurture a growth mindset, helping students understand that challenge is an essential part of the learning process.

...—I lean heavily on constructivist pedagogy and Cognitively Guided Instruction, using students’ prior knowledge and strategies as a foundation for deeper conceptual learning while respecting limits of their zones of proximal development. I incorporate productive struggle regularly, framing mistakes as opportunities for reflection and growth. My lessons often include open-ended problems and multiple solution paths, helping students build both skill and confidence.

I work intentionally to create relationships grounded in empathy, consistency, and care—ensuring that every student feels seen, heard, and valued.

I believe in making learning accessible, joyful, and meaningful, and I’m always excited to meet new students and help them grow confidence in their unique learning journey.