About Me
I did not start my career in education. I began in banking, with a stable career and strong prospects, but eventually realized that teaching was the work that made me feel most fulfilled. What started as part-time tutoring during my university years in Tucson gradually became the work I wanted to build my life around.
What I love most is working with very different learners. One day, I may be teaching a six-year-old taking their first steps in English; the next, helping a company executive prepare for an international career move. Whoever sits in front of me, my goal is the same — to find the approach that helps them grow, gain confidence, and move forward. I am especially interested in how teaching, curriculum, technology, and learner needs can come together to create better learning experiences.
That decision to change paths has led to more than a decade in education, building my own language school, creating an online learning program, becoming a mother of two, and starting a new life in a new country.
Now, as I complete my M.Ed. in Curriculum and Instruction at Boston College, I am entering the next stage of that journey — moving from teaching individual learners toward designing learning experiences, curricula, and educational programs for a wider community.
10+ Years
English Language Education
50+ Teachers
Trained & Mentored
5+ Curricula
Designed & Developed
DELTA · M.Ed.
Professional Credentials
My teaching philosophy
I believe that meaningful learning begins with recognizing that students do not all start from the same place.
Early in my teaching journey, I worked with children with diverse learning needs, which taught me the importance of patience, flexibility, and individualized support. Later, becoming a mother of two and moving to a new country in my thirties gave me an even deeper understanding of how language, confidence, culture, personal circumstances, and environment can shape the way people learn.
For me, equity in education means recognizing and valuing these differences rather than expecting every student to learn in the same way. Learners bring different cultural, linguistic, academic, and life experiences into the classroom, and I see those differences as strengths. I want students to feel that their identities and experiences are respected and that they have meaningful opportunities to participate, grow, and succeed.
This belief also shapes the way I approach curriculum. I try to design learning experiences with learner variability in mind from the beginning. I draw on Universal Design for Learning to provide different ways for students to access information, engage with learning, and demonstrate what they know. In early childhood settings, I also value developmentally appropriate, play-based learning that encourages curiosity, exploration, and social-emotional growth.
For me, good teaching is not simply about helping students learn more. It is about creating the conditions in which every learner feels a sense of belonging, recognizes their own potential, and knows that their experiences and perspectives matter.
