About
I strive to build confidence in my students as a way to improve academic capacity.
The best part of my job is helping students realize their full potential.
Highlights
Reviews
Naomi T.
Emily
Anthony
Frequently asked questions
What is your typical process for working with a new student?
I start by getting to know the student's interests and communication style and begin assessing a student's ability via formal and informal diagnostics.
What education and/or training do you have that relates to your work?
I have several Masters Degrees, including an MA in English Literature, and an MFA in Creative Writing.
I have over 15 years of teaching experience, and am a Texas Certified Teacher in the following areas:
EC-12 Principal as Instructional Leader
High School English
High School History
Middle School Generalist
EC-12 Art
EC-12 Special Education
How did you get started teaching?
As an educator, I have spent the last 12 years committed to interdisciplinary thinking and creative problem-solving. Many of the practices and systems used by institutions of secondary education de-program creative thinking at a young age. As a middle school and high school teacher, I’ve noticed that most students wait to receive “correct” information in preparation to repeat it back on an assignment, quiz, standardized test, or presentation. When asked to generate ideas on their own or create their own unique imagery, many can’t. Likewise, when faced with information or a point-of view that challenges their experiences or beliefs, many students have a hard time being able to, either defend their point of view rationally, or draw into question their own assumptions.
My first experience teaching was in 7thgrade. My science teacher was inexperienced and did little more than assign chapters from the book. Needless to say, myself and many of my classmates were frustrated by this experience. That is, until me and a couple of my best friends asked if we could try something new. At first, all we did was organize our peers into small groups and lead group reading activities and studies. While this was more effective than reading and studying on our own, comprehending what the book was saying was still proving problematic. Out of necessity, we had to come up with novel, relatable ways to break down and explain concepts to our peers. This was the first time I discovered the power of illustration and analogy. We used things like kickball to explain Newton’s 3rdlaw of motion or arm-wrestling to explain leverage. Most of our peers were able to understand these illustrations; however, expanding their understanding beyond the lower levels of thinking (identify and apply) still posed an issue. This is where we found that drawing analogies between concepts was useful. The analogies started simple and basic, something along the lines of comparing the plastic around mazapanes (a Mexican candy) to cell membranes (the idea being, both the plastic and the cell membrane are used to hold the shape and keep everything inside). This exercise expanded into a game to see who could come up with the most bizarre, yet accurate analogy to describe… anything. That year, my peers and I learned how to draw connections between concepts in science with concepts in Math, English, Art, etc. That year I learned the power and importance of interdisciplinary thought as a tool to both formulate and challenge understanding.
What types of students have you worked with?
General Ed students ranging from Early childhood - High School
Special Ed- all ages
Adult Learners
Elite Higher Education Students