My Teaching Strategies
1. Clarity in Instruction
Clear instruction provides students with a roadmap to success. When learning goals and expectations are communicated in an accessible, straightforward way, students feel more confident and capable in their learning journey. Striving for clarity also challenges me to be intentional in my planning and delivery. This strategy supports my students while holding me accountable for high-quality, inclusive instruction that meets the needs of multilingual learners.
2. Consistency with Routines and Procedures
Predictable classroom structures help students feel safe and ready to learn. Having consistent routines around space, materials, transitions, and behavior creates a learning environment where expectations are understood and students can fully engage. Consistency is especially powerful for multilingual and immigrant-origin students, as it reduces cognitive overload and fosters a sense of belonging. Across all the classrooms I’ve taught in—from Tokyo to Stockholm to Longview —this approach has proven key to building trust and classroom community.
3. High Expectations for Behavior and Achievement
My approach is deeply influenced by the disability rights community, particularly the belief that “low expectations are the biggest barrier to success.” This mindset reminds me that inclusive education means not only accommodating differences but also refusing to underestimate any child’s capacity to learn, grow, and contribute meaningfully.
As an educator, it is my responsibility to build scaffolds that help all learners—regardless of language, background, or ability—rise to their full potential with dignity and confidence.
4. Social-Emotional Learning as a Foundation
At the Harvard Graduate School of Education, I deepened my understanding of the critical role social-emotional learning plays in a child’s ability to grow and thrive. Through workshops with Sesame Street and Mister Rogers’ Neighborhood, I explored how empathy, emotional regulation, and connection can be embedded in classroom instruction. I learned that before students can succeed academically, they must feel safe, seen, and supported. These experiences continue to shape how I design lessons, speak with students, and respond to challenges with warmth and consistency.