My inspiration to enter education was rooted in the profound impact my high school teachers had on me during what I consider the most formative period of my life—the transition from adolescence to adulthood. These educators did more than teach content; they showed me what it meant to care, to lead, and to believe in someone's potential. Their influence planted a seed in me, and today, that seed is growing into a mission: to be that same figure for my students.

One of the driving forces behind my teaching philosophy is my passion for coaching football. Coaching, to me, is not just about the sport—it's about mentoring young men into becoming responsible, hard-working, and leadership-driven individuals. It’s about shaping leaders who carry integrity into every aspect of their lives. I view my classroom through the same lens. Whether I'm on the field or in front of a whiteboard, my goal remains the same: to empower, guide, and support my students toward success in school and in life.

Two moments from my student teaching experience reinforced and refined this philosophy. The first involved a student who had previously failed government and needed it to graduate. By taking the time to build a relationship with him—learning about his interests, struggles, and strengths—I was able to help him not only re-engage with the subject but thrive in it. He's now earning a high B. This confirmed for me that when students feel seen and supported, they rise to the occasion.

The second moment came outside the classroom. After I began working at our school’s track and field meets, I noticed a distinct shift in how my student-athletes responded to me in class. They tried harder, paid more attention, and respected our learning environment more. It wasn’t just about my presence at their events—it was about showing them that I cared beyond the classroom. Relationships matter, and they make a difference.

In my future classroom, I envision a space that is laid-back and open—a place where students feel safe to speak, make mistakes, and be themselves. While I will hold my students to high academic and personal standards, I believe those standards are best met in an environment built on mutual respect, trust, and authenticity. I want students to walk into my classroom and feel a sense of belonging. I want them to leave knowing they matter.

Two foundational beliefs support my approach to education:

1. Relationship-driven teaching is vital. According to educator and researcher Rita Pierson, “Every child deserves a champion—an adult who will never give up on them.” Pierson’s TED Talk and lifelong work in education emphasize that learning thrives in the context of strong, caring relationships. I aim to be that champion in every student's life.

Schlichte, Jacqueline, James Stroud, and Donna Girdley. "Relationship-Driven Teaching style: The Impact of Teacher-Student Relationships on Academic Performance." Association of Independent Liberal Arts Colleges for Teacher Education Journal 3 (2006): 61-80.

1. Constructivist theory, as advanced by educational theorist Lev Vygotsky, also informs my practice. Vygotsky’s emphasis on social interaction and the “Zone of Proximal Development” suggests that students learn best when teachers scaffold their learning experiences through guidance and collaboration. This theory aligns with my belief in meeting students where they are and helping them grow, step by step.

Hein, George E. "Constructivist Learning Theory." Institute for Inquiry 14 (1991).

As an aspiring teacher and coach, I am committed to helping students succeed not only in their academic goals but in becoming thoughtful, hard-working, and capable individuals. Teaching, for me, is not just a job—it is a calling.