My Classroom

My classroom is a positive, welcoming, and affirming place where students feel emotionally and intellectually safe to take risks, explore ideas, and grow. I work intentionally to build a strong sense of community grounded in mutual respect, empathy, and curiosity. From day one, students know they are valued and their voices matter.

I aim to create a learning environment that balances structure with flexibility. While clear expectations and routines support a calm and focused atmosphere, I also encourage students to ask questions, make connections, and follow their curiosity. Whenever possible, I incorporate inquiry-based teaching to help students develop critical thinking skills and a genuine love of learning.

In addition to teaching the designated SEL curriculum, I explicitly teach social-emotional strategies throughout the day. These include simple, effective tools students can use to check in with themselves-such as noticing their heart rate, relaxing tense muscles, taking a deep breath, or shaking out excess energy. These strategies help students maintain body awareness and mindfulness, and they are embedded into our daily routines as a way to support regulation and self-awareness.

I also believe strongly in helping students understand the “why” behind our community expectations. I model and teach that classroom dynamics are based on logic and shared responsibility-if we make a mess, we clean it up; if we talk during instruction, we lose time that might’ve been spent on something more fun or collaborative. Framing expectations in this way support student buy-in and reinforces a classroom culture built on mutual respect and natural consequences.

Above all, I want my classroom to be a place where students feel confident, cared for, and capable of achieving their best.