My experiences as a student, educator, and self-identified lifelong learner have been central to shaping my philosophy of teaching and learning. These perspectives have been informed by my educational journey through elementary, secondary, and post-secondary institutions, as well as my ongoing evolution as a trainer, educator, and social worker. Although my formal academic background is rooted in Psychology and Social Work, I actively sought opportunities to expand beyond these disciplines—pursuing electives in History, Philosophy, Gender Studies, Cultural Studies, and Art History—all of which have influenced and enriched my approach to education.

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My teaching philosophy is deeply intertwined with my professional practice as a social worker and my values as a leader. While the roles I occupy are distinct, they are united by a shared foundation of core values: equity, critical thinking, reflection and reflexivity, and person- or student-centered collaboration. These principles guide my work across all settings and continue to shape how I engage with learners.

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At the heart of my teaching practice is a commitment to creating an authentic, inclusive, and as-safe-as-possible learning environment—one where theory is meaningfully connected to practice. My goal is for students to leave my classroom feeling more confident and better equipped to step into their own professional roles. I am a storyteller by nature, and I use narratives and real-world examples to bring abstract concepts to life. I prioritize the application of knowledge over rote memorization, and I design assessments that emphasize critical engagement, creativity, and growth.

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