Teaching Philosophy

My teaching philosophy is rooted in the belief that language is more than a system of words. Language is a bridge between cultures, identities, and ways of experiencing the world. Throughout my career, I have had the privilege of teaching English in diverse settings, learning multiple languages, and working with learners of different abilities, ages, and cultural backgrounds. These experiences have shaped a philosophy grounded in accessibility, cultural humility, and the idea that learning thrives when students feel seen, supported, and empowered.

Language as Connection

My journey as an educator began with teaching English to multilingual learners, and it has since expanded across continents and communities. Teaching in China while learning Mandarin taught me the vulnerability and courage that language learners experience every day. Sitting in Mandarin classes, struggling to form tones correctly, or hesitating before speaking in public helped me understand the emotional dimension of learning. These experiences taught me patience, empathy, and the importance of creating a classroom environment where mistakes are not only accepted, but celebrated as a necessary part of growth.

Similarly, teaching IELTS in Kuala Lumpur and working in international schools reinforced the idea that language learning is deeply personal. Students bring their histories, goals, cultures, and fears into the classroom. My role as an educator is to honor those experiences and provide tools that genuinely empower them; not just academically, but as global citizens capable of communicating across cultures.

Access, Equity, and Compassionate Communication

My work at the Hawai‘i School for the Deaf and Blind (HSDB) reshaped my understanding of communication, accessibility, and community. Learning American Sign Language was transformative; it expanded my understanding of language beyond spoken words and revealed the richness and complexity of visual communication. Working with Deaf and hard-of-hearing students emphasized the importance of designing instruction that is accessible at every level; from classroom routines to curriculum design to interpersonal relationships.

At HSDB, I witnessed firsthand how students flourish when instruction is multimodal, when their identities are affirmed, and when communication is a shared responsibility. This guided my commitment to Universal Design for Learning (UDL) and differentiated instruction. Every learner deserves material that meets them where they are and challenges them to grow without diminishing their confidence. This belief has carried into my current work as an ELA teacher and my experience as a SPED ELA intern, where I collaborate closely with students, families, and colleagues to ensure that academic expectations and support systems align with students’ needs and strengths.

Cultural Responsiveness and Global Perspective

Teaching English internationally (from Malaysia to China) and working with adult refugees through the International Rescue Committee expanded my understanding of how culture shapes learning. I observed that students learn best when the curriculum is connected to their identities, lived experiences, and real-world goals. A culturally responsive classroom is not simply one that includes diverse content; it is a space where students’ voices, perspectives, and cultural knowledge shape the learning process.

These global experiences led me to adopt an inquiry-based approach, encouraging students to explore essential questions, challenge assumptions, and engage deeply with the world around them. This approach aligns with my current work at SEEQS, where sustainability, reflection, and critical thinking intersect with language arts instruction. I aim to help students see English not just as an academic subject, but as a powerful tool for examining society, expressing themselves, and contributing meaningfully to their communities.

Mind–Body Learning and the Role of Wellness

My study and practice of yoga added another layer to my teaching philosophy; one that recognizes the connection between emotional well-being, physical presence, and cognitive growth. Yoga taught me the importance of breath, grounding, and mindfulness, all of which I integrate into my teaching. Whether guiding students through a moment of reflection, helping them navigate frustration, or cultivating routines that promote focus and calm, I draw on yoga philosophies to support classroom culture.

Incorporating yoga and mindfulness practices into my teaching is not about relaxation alone; it is about teaching students lifelong skills; self-regulation, self-awareness, and self-compassion. These tools create conditions in which real learning can occur, especially in ELA, where vulnerability, creativity, and personal expression play central roles.

Constructivism and Student Ownership

Across all my roles, from teaching adult learners to supporting middle school students in SPED settings; I have found that students learn best when they are active participants in their learning. I view my classroom as a collaborative space where students question, analyze, create, and reflect. Constructivist principles guide me to design lessons that are student-centered and inquiry-driven, with room for exploration and meaningful dialogue.

Whether students are analyzing literature, writing personal narratives, or developing communication strategies, I encourage them to draw connections between classroom content and their own lives. My goal is to foster independent thinkers who can articulate their ideas confidently and engage empathetically with diverse perspectives.

Teaching as a Lifelong Practice of Learning

At the core of my teaching philosophy is the understanding that I am always a learner; of languages, cultures, communication styles, and pedagogical approaches. Learning ASL, Mandarin, and yoga each required humility, consistency, and openness to challenge. These experiences keep me grounded as an educator and remind me that students, too, are navigating their own learning journeys with courage.

I believe that effective teaching emerges from reflection, community, and ongoing growth. I strive to cultivate classrooms where curiosity is valued, where all forms of communication are honored, and where students learn to embrace the process, not just the product of learning.

Conclusion

My teaching philosophy is shaped by a commitment to accessibility, cultural responsiveness, and holistic growth. Whether supporting Deaf students, multilingual learners, young adolescents, or adult refugees, I aim to build environments where every learner feels valued and capable. I see language as a tool for empowerment, connection, and self-expression, and I am dedicated to helping students use that tool to navigate their world confidently and authentically.

Teaching has taken me across cultures and through multiple languages, and each experience has reinforced my belief that education is most powerful when rooted in empathy, inclusivity, and a deep respect for the diverse ways human beings communicate and learn.