My philosophy centers on nurturing the whole learner as a capable, curious, and compassionate individual. Drawing from 15 years of diverse experience, I synthesize key educational frameworks: Montessori’s respect forself-directed exploration, the IB’s inquiry-based learning and global mindedness, and the inclusive, differentiated foundations of special needs education. I believe in building relationships first to create a secure, joyful environment where language is a gateway to authentic connection and cultural understanding. As a facilitator, I design student-centered experiences that honor each child’s unique journey, empowering them with the skills, empathy, and critical thinking to thrive in an interconnected world.

My career has been defined by intentionally synthesizing diverse pedagogical frameworks into a cohesive, student-centered practice. My foundational experience with Montessori principles instilled a deep respect for self-directed exploration and the prepared environment. This seamlessly informs my mastery of the IB PYP curriculum, where I facilitate inquiry-based, transdisciplinary learning that cultivates global mindedness. Concurrently, my background in Special Educational Needs (SEN) ensures that inclusive strategies and differentiated instruction are the bedrock of my planning. As an ESL Teacher, I view language as a gateway to authentic connection, tailoring communication to empower each learner. This eclectic expertise has honed a hybrid teaching style that fluidly shifts between facilitator, personal model, and delegator roles based on student need. Moving forward, this robust and adaptable toolkit allows me to not only integrate swiftly into a new school's culture—whether it follows a national, IB, or blended curriculum—but also to contribute immediate value by designing inclusive, inquiry-rich learning experiences that meet the diverse needs of every student in your community.

I design immersive, technology-rich classrooms where tools are gateways to access, creativity, and profound understanding. My pedagogical approach seamlessly integrates smartboards, iPads, and projectors to serve diverse learning journeys. The smartboard becomes our collaborative canvas, while iPads empower students as creators, publishing digital stories, conducting AR-augmented research, and producing multimedia projects. Projectors transform our space—whether into a planetarium for a space unit or a portal for virtual global field trips—making abstract concepts tangible. Critically, this technology is a cornerstone of inclusive practice. For SEN students, it provides essential scaffolds: interactive whiteboards offer visual timers and digital routines for executive function, iPads become platforms for speech-to-text, tailored visual schedules, and differentiated learning apps that allow for personalized pacing and multimodal expression. Ultimately, my goal is to craft a responsive digital ecosystem where every tool is intentionally chosen to empower all learners to explore, create, and communicate their unique understanding of the world.

I am deeply committed to the philosophy of being a lifelong learner, both for my students and for myself. My professional development is focused on strategically deepening my expertise to become a more impactful educator and collaborative leader. In the immediate future, I aim to pursue formal training in

Special Educational Needs coordination

to further systematize my inclusive practices and better advocate for diverse learners. I am also keen to achieve

official certification in the IB PYP

, moving from practitioner to recognized expert within this transformative framework. Looking ahead, I aspire to develop my capacity for

instructional coaching and mentorship

, empowering fellow educators by sharing best practices in curriculum synthesis and technology integration. Ultimately, my goal is to evolve from a master teacher into a pedagogical leader who can shape a culture of innovation, inclusivity, and continuous growth within a forward-thinking school community.