In my teaching, I prioritize empathy and precision, tailoring each lesson to fit the unique learning journey of every student. I start by identifying their strengths and challenges, understanding their ambitions, and creating a safe, growth-oriented environment. When I meet with a student, I aim to balance technical skill-building with creative expression, making the session both engaging and supportive.

For freshmen who may be struggling with grammar and sentence construction, I structure the session into manageable blocks—fifteen minutes for reading, fifteen for discussion, and fifteen for writing, ending with targeted feedback. These carefully timed activities keep them engaged while giving them the gradual support they need. I see myself as a guide, providing enough structure to help them feel secure while encouraging small yet meaningful strides in their learning.

With more advanced students, such as those working on dissertations, my approach shifts to a more collaborative exchange. I focus on high-level critique and guidance, providing insights on structuring data or articulating complex ideas. Here, I’m mindful of encouraging their independence, offering feedback that empowers them to take ownership of their thinking and writing.

One of my core teaching strengths is attentiveness to detail. I adapt my language and teaching methods to each student, building rapport that makes learning collaborative rather than prescriptive. I emphasize gradual skill layering, blending grammar, writing, reading, and speaking in a way that helps students feel confident across all areas. I aim to make my sessions a space where progress is celebrated, challenges are tackled with optimism, and learning is always evolving.

For me, teaching isn’t just about correcting errors; it’s about nurturing confident communicators who understand their own learning rhythms. By being patient and offering consistent support, I strive to inspire growth that reaches beyond academic success, building confidence that will carry my students forward.