Teaching Statement

My teaching is grounded in the belief that learning is a social, collaborative, and deeply human process—one that integrates intellectual, emotional, and experiential dimensions. Across my work with students ranging from kindergarten to graduate school, I strive to cultivate classrooms where curiosity is valued, diverse perspectives are honored, and all learners are empowered to take intellectual risks.

I have taught a broad range of learners, including kindergarten, Grades 2, 4 and 5, as well as undergraduate and graduate students. I have also co-taught special education students and emergent bilingual learners, experiences that have strengthened my commitment to differentiated, inclusive instruction. My practice is informed by extensive training in literacy, mathematics, and science curricula, including Bookworms, Reading and Writing Workshop, Guided Reading, FUNdations, Singapore Math, Investigations Math, Illustrative Mathematics, Science21, and Full Option Science System (FOSS), as well as approaches that thoughtfully integrate technology into the classroom.

A central influence on my teaching is my doctoral work in literacy education, which emphasized the development of literacy across the lifespan. I conceptualize my role as a facilitator of learning—one who designs meaningful experiences, provides explicit instruction when needed, and supports students in constructing their own understanding. In my kindergarten classroom, I integrate exploratory learning with direct, systematic literacy instruction across content areas. Foundational skills such as phonics and phonemic awareness,  are taught explicitly, while also embedded within authentic, engaging routines such as morning meetings and independent reading. In this way, academic rigor and joy in learning coexist.

This philosophy extends to my work with graduate students. In literacy courses, I blend explicit instruction in lesson design with critical engagement in educational theory, analysis of classroom practice through video, and collaborative inquiry into best practices. My goal is to ensure that students leave with both a strong conceptual framework and practical tools, including fully developed lesson plans and teaching artifacts that prepare them for professional requirements such as the edTPA certification process.

Creating an inclusive and equitable learning environment is central to my teaching. I prioritize establishing a classroom culture rooted in respect, trust, and shared responsibility, where students feel safe to question, reflect, and grow. I differentiate instruction to meet diverse needs, incorporate multimodal learning opportunities, and design progressively challenging tasks that support all learners. Underlying this approach is my belief that cognition and emotion are interconnected, and that meaningful learning occurs when students feel both supported and challenged.

My commitment to equity extends beyond classroom practice. Through my project, #HackingRacism, developed at Columbia University’s Innovative Entrepreneurship program, I work to support educators in bringing more representative children’s literature into early elementary classrooms. This initiative encourages teachers to examine race as a social construct, reflect on their own biases, and create more inclusive learning experiences for their students.

Ultimately, my goal as an educator is to foster critical thinking, creativity, and a lifelong love of learning. I aim to prepare students not only to succeed in the world as it exists, but also to contribute thoughtfully and actively to shaping a more just and equitable society.