My Teaching Philosophy

I believe that learning sticks when it matters. And it matters most when it’s connected to something real or something that resonates with my students’ lived experiences. In other words, my philosophy begins with people. Before curriculum, before data, before strategy, I invest in knowing my students, colleagues, and community. When people come first, trust is sure to follow, and trust is the currency in the learning economy. When students feel safe with a trusted teacher, the classroom becomes a space for taking thoughtful risks. Without it, even the best lessons can fall flat.

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Teaching and learning aren’t passive endeavors. We best absorb information through active engagement, through doing, not just listening. My daily goal is to create a learning environment where students wrestle with questions, investigate problems, and dive deep into historical data. It might look like a simulation, a structured debate, a research paper on a chosen topic, or a gallery walk of student-created work — but in all cases, students are doing the thinking.

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But activity alone isn’t enough. For learning to become permanent and usable, students must retain it through reflection and by finding relevance. I ask them to pause, to look back on their thinking, and ask, “What changed for me?” or “Why does this matter beyond this room?” I want them to see that history, geography, and psychology are not just subjects to check off on their way to a diploma. Rather, they’re lenses for understanding themselves and the world. When students find personal relevance, they don’t just remember — they begin to care.

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Finally, I want my students to creatively connect and communicate clearly, both in writing and speech. Whether it’s crafting a strong paragraph or presenting a pitch to their peers, I teach communication as both a skill and a responsibility. Clear communication demands clarity of thought and is one of the most difficult academic exercises a student faces. So we revise and rework, we engage in “do overs” and “try agains.” I push them to articulate ideas that are not just technically correct but true in every sense of the word. Most of all, I want them to feel about their work the same way I feel about my doctoral dissertation: it required the best of me.

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I don’t believe in perfection, but I do believe in unquestionable accountability, in showing up, owning our choices, and striving for better. That applies to me, too. I reflect on my values and priorities, then make decisions. I teach with what I’ve got — my strengths and weaknesses, my story, my passion for the learning process — and I expect students to do the same. Learning is messy. It’s layered with joy and frustration, challenge and confidence. But when it’s done in a space where students are seen, safe, and stretched, it becomes transformative. My job is to create that space, protect it fiercely, and invite students to step into it with courage.

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