Meet Our Teachers

Can you tell us a bit yourself? 

Over the last 6 years, I have taught Kindergarten through 4th grades. In the last 3 years, I have gained interest in social-emotional learning--which has driven much of the student work produced for Teacher Research Group. I continue to take interest in teaching the Ethical Dimension through the social-emotional lens and look forward to further developing lessons around the Ethical Dimension of history.

What led you to become a teacher?

As an elementary student myself, I took on a few different leadership roles. I really think it started with Girl Scouts, where -- at different camps and workshops -- I learned to work with diverse groups of people and lead younger girls in activities. In 4th and 5th grade I was active in our school's Student Council, and became the President, leading meetings and assemblies with teacher support.

With these different leadership roles, I really enjoyed working with different types of people and learning different skills. As a teacher, I get the benefit of not only teaching and leading with both students and colleagues, I have the opportunity to harness many of the different background experiences I've had to be not only a teacher but also an artist, dancer, singer, speaker, librarian, gardener, activist, and so much more. 

What is your goal with students?

My goal is to develop students who think critically about the world around them. The vehicle in reaching this is community based. With a strong and positive classroom culture, I can attach real-world applications to the curriculum. I want to see my students capable of interacting with diverse groups of people and engaging in their communities.

What do you most love about teaching history/social studies to elementary-aged students?

The process of facilitating elementary students in history and social studies learning varies from grade to grade. However, no student is too young to learn how history impacts their current world or how social structures affect them personally and globally. I love that no matter what grade I teach across K-5, the students are eager to engage in conversations and activities, and make the connections to what they've learned in their social lives and current events. 

How has your with UCBHSSP influenced your teaching?

UCBHSSP has greatly impacted my teaching over the last 4 years. The historical thinking concepts have become the lens I use for unit and lesson development. It has influenced so much of the classroom culture, and I continue to build upon stand alone lessons from years past to begin fully integrating the concepts throughout all thematic units.  As I have held the historical thinking concepts at the forefront of all the content and culture building, my students -- from Kindergarten all the way to 4th grade -- have participated in such deep thinking. What I continue to learn here with UCHBHSSP has revolutionized my teaching philosophy for the better, and the long-haul.