"We know who we are, but know not what we may be."
—Hamlet, Act IV, Scene 5

 

At the heart of my teaching philosophy is a commitment to inspiring students to think critically and creatively. My goal is to help students discover their full potential by fostering an environment where curiosity and exploration thrive. Through thoughtfully designed, interactive lessons and meaningful, relevant questioning, I aim to ignite a passion for learning in every student. Regardless of their starting point, I believe every child can grow when given the tools and encouragement to succeed.​​

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"Every why hath a wherefore."
—The Comedy of Errors, Act II, Scene II

 

Great teaching begins with understanding. Building trust and rapport with students requires an educator to go beyond the classroom and into the heart of what motivates each learner. I believe in meeting students where their passions lie—whether it's on the football field, in a chess match, or at a choir performance. Supporting their interests demonstrates investment in who they are, not just what they do in the classroom.

My most influential teachers were those who showed up—not just for their lessons but for their students. Following their example, I strive to engage students both academically and personally, creating lifelong learners who are connected to their community and empowered to achieve.

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"Thoughts are but dreams till their effects be tried."
—The Rape of Lucrece

 

As a theatre educator, I use the arts to teach life skills that extend far beyond the stage. Whether students are learning to tie a tie through scene work, conducting interviews in character, or building confidence through ensemble collaboration, theatre offers practical, real-world applications. My teaching emphasizes progression over perfection, fostering resilience and adaptability in students as they navigate challenges. Theatre’s diverse nature allows me to reach every student, designing lessons that cater to their individual strengths and needs. By meeting students where they are and guiding them forward, I empower them to grow academically, socially, and personally.

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"How far that little candle throws his beams!
So shines a good deed in a naughty world."
—The Merchant of Venice, Act V, Scene I

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I believe every student has potential, no matter their circumstances. Behavioral challenges often stem from external factors that influence their choices, but these barriers can be addressed through empathy, structure, and consistency. By cultivating a classroom environment that is nurturing, respectful, and student-centered, I provide a space where students feel safe to learn and grow. Involving students in setting expectations, maintaining clear communication, and establishing consistent routines encourages ownership of their learning environment and accountability for their behavior. When students feel valued, they rise to meet high expectations—both in the classroom and beyond.