Teaching Philosophy

As both a poet and educator, I value writing as a liberating mode of self- expression and advocacy. My priority as a writing teacher is to inspire students to distinguish themselves as purposeful writers with the confidence to compose in pursuit of their individual aspirations, as well as toward a more just society. To this end, I nurture a learning community that is equitable, fun, safe, and that promotes originality through student-centered instructional strategies, often incorporating creative writing techniques to encourage imaginative thinking and a personal connection to the material.

It is my goal to foster a classroom culture where students feel valued and empowered to share from their unique backgrounds, so I infuse every educational experience with critical pedagogy (Freire) and antiracist practices (Condon and Young). In response to disability studies and accessibility pedagogies, I wholeheartedly agree with Professor Ann-Marie Womack’s idea that teaching is accessibility, and that we should always design lessons with an accommodating mindset as “the most basic act and art of teaching.” Furthermore, my interactions with students are strengthened by Barbara Coloroso’s “Inner Discipline” model, and support a unified community by prioritizing curiosity, dignity, and self worth. When students know that they are truly heard and cared for, they can extend that sentiment to their peers and contribute to a welcoming and productive learning environment.

Additionally, my class sessions reflect the importance of digital pedagogy and multimodal teaching practices as integral to student engagement and the development of critical communication skills. Multimodal assignments, such as creating digital stories, webpages, podcasts, and infographics allow students to experiment with various forms of expression beyond traditional text-based writing. These assessments encourage students to think critically about how different modes—visual, auditory, and textual—can be combined to effectively convey their ideas and arguments. Moreover, this practice corresponds with Malcolm Knowles’ Adult Learning Theory by creating opportunities for self-directed, relevant learning. By engaging with diverse mediums, students enhance their digital literacy and effectively communicate in an increasingly media-rich world.

Finally, with the understanding that reading lends itself to effective writing, I design curriculum around diverse, rigorous texts that bring real-world relevance into the classroom and foster student engagement. Exposure to differing perspectives challenges assumptions, broadens understanding, and nurtures empathy. Therefore, by exploring literature that reflects a variety of cultures, identities, and viewpoints, students develop critical thinking and rhetorical skills essential for personal growth. With collaborative learning in mind, I agree with writing scholar Dr. Kenneth Bruffee’s notion, “To think well as individuals, we must learn to think well collectively.” With each lesson, I strive to create an inclusive space where students see their experiences validated while engaging thoughtfully with perspectives that differ from their own, thereby fostering a transformative learning environment.

Ultimately, my goal is to inspire students to become confident, curious, purposeful writers who use their craft as a means of personal and social advocacy, thereby harnessing the power of language to express their identities, challenge injustices, and contribute meaningfully to a more equitable world.