Teaching Philosophy
I am deeply passionate about teaching writing. There is something uniquely rewarding about watching a student who once struggled with writing begin to grow in confidence and skill. Writing is a process—one that even professional writers navigate through multiple drafts. Helping students understand that writing doesn’t have to be perfect on the first try is a key part of my approach, especially for high-achieving or gifted students who often feel pressure to get it “right” immediately.
By breaking the writing process into manageable steps, I guide students as they build foundational skills, gradually developing their ability to craft complete, compelling pieces. Through peer workshops and revision, we cultivate a classroom culture where students feel safe sharing their work, learning from one another, and embracing the idea that perfection is a myth. Letting go of that myth allows them to take creative risks and discover their authentic voices.
My teaching is student-centered and grounded in differentiation and the thoughtful use of technology. I incorporate project-based learning, small group and whole-class discussions, peer-led workshops, student presentations, and multimedia projects to reach diverse learners. I have experience working with English Language Learners and students receiving special education services, as well as GT students. I tailor my instruction to meet varied needs and learning styles.
Technology and project-based learning are central to my pedagogy. In my Dual Credit ENG 1302: Written Argument and Research course, I used tools like Google Hangouts to foster collaboration and discussion between students across different campuses. In ENG 1301: College Reading and Writing, I created video guides—such as tutorials on writing annotated bibliographies—that students could access as needed throughout the semester. These resources empowered students to take ownership of their learning.
I design problem-posing assignments that challenge students to engage in critical thinking and real-world problem solving. Through collaborative, student-led projects, often incorporating multimedia elements, students take on the role of teachers and creators, developing both content knowledge and presentation skills.
My academic background—a Ph.D. in English with a focus on written discourse and an M.A. in English focused on literature, both from East Texas A&M University—supports a rich and interdisciplinary classroom experience. I have taught multicultural, British, American, and world literature at the high school and dual credit levels, blending classical texts with modern adaptations. For instance, I’ve paired The Odyssey with Gareth Hinds’ graphic novel adaptation to make ancient literature accessible and engaging.
I believe in the power of multimodal literacies to reach students where they are. In my ENG 1301 course, students read Pride and Prejudice and then explored its modern adaptations—such as Lost in Austen and Pride and Prejudice and Zombies—to examine how these works update Austen’s social commentary on gender and class for contemporary audiences.
My writing instruction emphasizes growth and reflection. Students maintain writing portfolios that showcase multiple drafts, participate in peer workshops, and engage in one-on-one writing conferences with me. These practices help students develop metacognitive awareness of their writing process and take pride in their progress.
Ultimately, my goal is to create a dynamic, inclusive classroom where students feel empowered to think critically, write authentically, and engage deeply with texts and ideas.
My teaching experience:
Certified in Texas to teach English grades 7-12 and Theatre grades PK-12. ESL certified.
I have been teaching since 2012. I currently teach dual credit English 1301/1302 (composition) and English 2322/2323 (British Literature). Dual credit is the same as dual enrollment- students get both high school and college credit for the course. I am an embedded teacher, meaning I’m hired by the high school and also teach other classes. I also teach AP English Language and Composition where my students have a high pass rate. I coach UIL Speech and Debate. Yes, all the UIL Speech and Debate events! Some school years I am even given a class period for it! I also mentor first and second year teachers and I’m the department lead.
In the past I have also taught English I, English II, English III, English IV, 8th grade theatre, high school theatre, STAAR remediation classes, and 7th grade creative writing. I have also taught at the college level as an adjunct professor and as a teaching assistant while I was in grad school.
I have coached numerous UIL academic events including all speech and debate events, both High School and Junior High One Act Play, Ready Writing, and Journalism. I have also served as student council sponsor at two school. I have won numerous grants and served my schools in a variety of ways. I have also lead numerous professional development sessions and presented at several academic conferences in graduate school.
CONFERENCE PRESENTATIONS
- “TikTok Meets Term Paper: Media Projects Reimagined.” Forecast Learning Conference. Forney, TX. 27 May 2025.
- “No More Paper! Digital Interactive Notebooks.” Canton ISD Professional Development Summer 2021. Canton, TX. 4 June 2021.
- “STAAR Writing Strategies.” Canton ISD Professional Development Summer 2021. Canton, TX. 3 June 2021.
- “Digital Assessments in the Google Classroom.” Hunt County STEM Conference. Caddo Mills, TX. 3-4 August 2016.
- “Digital Composition in the Distance Learning Classroom.” Hunt County STEM Conference. Caddo Mills, TX. 3-4 August 2016.
- “Project Based Learning and Technology.” A presentation I gave on my campus during staff development at Campbell ISD. Campbell, TX. 3 January 2016.
- And many more from my graduate school days.
OTHER EXPERIENCES
- In the 2024-25 school year, I co-wrote and won a grant for $2500 to buy iPads, mics, stands, etc. for collaborative media literacy projects for dual credit and business English classes.
- 2024-2025, three of my students entered the 2025 Poetry Society of Texas contest and won as follows: 1st place senior category, 1st and 2nd place junior category. They were published in an anthology.
- First and Second Year Teacher Mentor, Mabank High School, 2023-present.
- English Department Lead, Mabank High School, 2022-present.
- 2021-22 I worked with three other teachers to create a school literary magazine of student artwork and writings. We gathered student submissions, selected ones to include for publication, put the layout out together, published physical copies, and distributed them on campus.
- I have raised over $3665.39 in Donor’s Choose projects. Click here to see them.
- Conference Chair, LEOCON 2014, East Texas A&M University, 2014.
- Conference Chair, English Graduates for Academic Development presents “Agora: Marketplace of Ideas,” East Texas A&M University, 2012.
- Conference Keynote Speaker Liaison, LEOCON, East Texas A&M University, 2013.
- Creative Writing Contest Judge, The Annual Rowlett Writing Contest Presented by The Rowlett Arts and Humanities Commission, 2013.
- Various editorial positions of The Mayo Review, a creative writing journal published by East Texas A&M University, 2011-2014.
- Interlibrary Loans, Library Assistant, East Texas A&M University, 2010-11
– Co-wrote and edited department procedures booklet. Trained and supervised student workers. Managed over dues for the department. Previously worked there for four years as a student assistant in the federal work study program.