About Me
I began teaching English in London state schools before moving into international education in Turkey and, more recently, Switzerland. I have taught secondary English and literature across a range of contexts, including IB Diploma English in both Language A and Language B.
Alongside classroom teaching, my work has included middle leadership, ATL and study skills, curriculum design, Model United Nations, student leadership, UDL, climate-change education and educational technology.
Before becoming a teacher, I studied English Literature and Music Performance. Music, improvisation and sport have remained important influences on how I think about practice, creativity, feedback and learning by doing.
More recently, I have become increasingly interested in AI in education, particularly its impact on writing, authorship, assessment and independent learning.
What I Value in the Classroom
I want students to think, contribute and gradually take more responsibility for their own learning. That means high expectations, but also room for curiosity, disagreement, mistakes and the occasional lesson that goes somewhere unexpected.
I value clear teaching and structure, but I don’t want students simply following instructions. Choice, discussion, planning, practice and useful feedback all matter. I also want students to understand why they are doing something, not just what they need to hand in.
Most of all, I value authenticity: writing that sounds like the student, questions that come from genuine curiosity, and work that has some purpose beyond getting a grade.
Ongoing Questions
I’m more interested in useful questions than fixed answers. I keep coming back to how we preserve authentic student voice in an age of AI, how feedback actually leads to improvement, and how much choice students should have in shaping their learning.
I’m also interested in what helps students become genuinely independent: when structure supports them, when it gets in the way, what worthwhile homework looks like, and how we create classrooms where students are willing to think, take risks and revise their ideas.
Previous Projects
21st Century Teacher portfolio
An EdTech-focused professional learning portfolio exploring the relationship between technology, pedagogy and content knowledge, with reflections on backwards design, the 5E lesson structure, UDL, project work, videos and examples from my teaching practice.
