My teaching philosophy is rooted in creating an inclusive, student-centered learning environment where all students feel valued and empowered to succeed. I apply principles from The Translanguaging Classroom by encouraging students to use their full linguistic repertoire to engage with content, fostering deeper understanding while honoring their cultural identities. Through the Universal Design for Learning (UDL) framework, I design lessons that provide multiple means of representation, engagement, and expression, ensuring access and equity for diverse learners.

I emphasize disciplinary literacy by teaching students how to approach history like historians—analyzing primary sources, evaluating perspectives, and constructing evidence-based arguments. Strategies such as sourcing, contextualization, and corroboration guide students in developing critical thinking and literacy skills across content areas.

My student-centered approach prioritizes inquiry-based and active learning strategies. I design activities that promote exploration, collaboration, and problem-solving, such as historical simulations, Socratic seminars, and multimedia projects. By giving students voice and choice in their learning, I aim to cultivate not only content mastery but also lifelong skills in communication, creativity, and critical thinking.