I have taught interdisciplinary courses in history, English, music, media, and cultural studies at both the secondary and university levels. My teaching is discussion-based, grounded in primary sources, and centered on critical thinking, analytical writing, collaborative inquiry, and comparative study. Across all courses, I aim to create intellectually rigorous and inclusive learning environments that encourage students to connect ideas across disciplines and engage thoughtfully with complex historical and cultural questions.

🎓 Secondary Teaching

Secondary Education

Park School of Baltimore (2025–Present)

10th Grade Modern World History

I currently teach two sections of 10th Grade Modern World History at Park School of Baltimore using a discussion-based curriculum grounded in primary sources, analytical reading, and reasoned writing. Through comparative case studies, collaborative inquiry, and close engagement with historical documents, students examine the political, social, cultural, and technological forces that have shaped the modern world. The course emphasizes critical thinking, historical argumentation, and interdisciplinary connections across history, literature, media, and culture. I also differentiate instruction through discussion, writing, visual organizers, and scaffolded support in order to meet the needs of a wide range of learners while fostering a classroom environment that is intellectually rigorous, inclusive, and collaborative.

• discussion-based
• primary-source-driven
• analytical reading/writing
• comparative/global perspectives
• interdisciplinary connections

Units / Themes

• Nationalism and Modernity
• Industrialization and Empire
• World Wars and Ideology
• Decolonization and Globalization

James Hubert Blake High School (Spring 2025)

English 9 & 10

As a long-term substitute teacher in the English Department at James Hubert Blake High School, I taught two sections of 9th Grade English and two sections of 10th Grade English within a traditional public school curriculum. My classes emphasized close reading, literary analysis, analytical writing, and discussion-based learning. Students engaged with fiction, nonfiction, poetry, and drama while developing skills in textual interpretation, argumentation, revision, and evidence-based writing. I provided targeted feedback on grammar, structure, and argumentation while supporting a wide range of learners through clear routines, scaffolded instruction, collaborative discussion, and differentiated classroom strategies.

Substitute Teaching & Classroom Leadership

Long-Term and Community-Based Roles

Since 2021, I have supported Montgomery County Public Schools as a reliable and adaptable substitute teacher, with experience across multiple disciplines and school settings.

I have taught in a wide range of subjects including History, English, Special Education, PE, Health, and Music, bringing subject knowledge, flexibility, and classroom leadership to each role.

I approach each assignment with professionalism, curiosity, and a commitment to student engagement. Most recently I held a long-term placement in the English Department at James Hubert Blake High School and I have also taught High School History and Middle School science in long-term substitute positions. I’ve supported younger learners at my daughter’s elementary school and subbed across elementary and middle schools, including at Takoma Park Middle School.

However, the majority of my substitute teaching has been as a daily sub at Walt Whitman High School in Bethesda MD, where I also coach athletics and maintain strong, ongoing relationships with students, teachers, staff and parents.

Subjects Taught

• History
• English
• Writing and Critical Thinking
• Special Education
• PE & Health
• Music
• Middle School Science

Core Strengths

• Adaptable across disciplines – able to step confidently into a wide range of subject areas, from humanities to PE and music.
• Reliable and professional – I maintain a consistent, dependable presence in diverse school communities.
• Strong communicator – I collaborate effectively with teachers, staff, and administrators to ensure instructional continuity.
• Builds rapport quickly – I connect with students and establishe a positive, respectful classroom culture.

📚 Secondary Courses Designed and Taught

Brown University

Politics, Poetry, and Music (Discussion seminar for High School Students , Summer 2009, 2010)

Politics, Poetry & Music: Teaching at the Intersection of Culture and Politics

As a college-level seminar designed with younger learners in mind, Politics, Poetry & Music reflects my approach to teaching across secondary and post-secondary contexts. In this course, students explore the social and political power of music through hands-on projects, lyrical analysis, and global case studies. They examine how music shapes identity and drives change, drawing on interdisciplinary methods from history, literature, and social science. The course models the kind of active, inclusive, and comparative learning I bring to the classroom, and shows how music and media can foster critical thinking, cultural awareness, and student voice.

🎶 

Politics, Poetry & Music, in relation to the

AIM Philosophy:

Active

• Participate in a seminar-style classroom where students and instructor engage as co-learners in discussion and creative inquiry
• Complete hands-on, in-class projects that explore the political and poetic dimensions of music
• Develop and present an original research project, applying techniques from literary, historical, anthropological, and musicological analysis
• Learn and apply basic digital audio production skills using multimedia facilities
• Use Brown’s digital library tools to locate, evaluate, and incorporate diverse research materials

Interdisciplinary

• Study music through the lenses of literature, history, anthropology, and sound studies
• Analyze lyrics as complex texts, blending poetic structure with socio-political narrative
• Practice critical interpretation of both primary and secondary sources, with an emphasis on crafting clear arguments and improving writing skills
• Investigate how musicians contribute to and reflect political discourse, resistance movements, and cultural expression
• Connect technological, historical, and aesthetic developments in South America and the U.S. to broaden understanding of music’s role in global contexts

Multicultural

• Examine musical traditions from the Americas and Africa, with attention to race, class, and postcolonial histories
• Identify and describe world musical styles, exploring their sonic features and cultural significance
• Explore music as a generator of individual, national, and diasporic identity
• Reflect on how global, national, and local politics shape musical practices
• Encourage students to bring their own musical, cultural, and linguistic knowledge into classroom conversations and research

💬 Politics, Poetry, and Music Student Feedback

🎓 University Teaching Experience

📚 Courses Taught

Towson University

• Introduction to Music in the United States (Spring 2018)

• World Music: the Americas, Africa, and Western Europe (Fall 2017)

Brown University

• Politics, Poetry, and Music (Seminar, Summer 2009, 2010)
• History of Jazz (TA, Spring 2009)
• Introduction to Western Classical Music (TA, Fall 2009)
• Music and Modern Life (TA, Fall 2008)

Ex’pression College for New Media

• Audio Recording and Mixing (Fall, Spring 2000)

💡Courses Prepared to Teach

🧠 Humanities

• American Literature
• Poetry
• Creative Writing
• American History
• Social Studies
• AP African American History
• World History
• Religious Studies

🎵 Music & Sound Studies

• World Music
• Music of the African Diaspora
• Music of Brazil
• Popular Music
• American Musical History
• Anthropology/Ethnomusicology

🎛️ Technology & Production

• Audio Production
• Music Technology
• Media Studies

🧾 Sample Syllabi PDF Gallery

📘 Sample Course Designs: These courses were developed for advertising purposes or for jobs I applied for a various junctures.

• Politics, Poetry and Music(early draft of syllabus designed to make it attractive to students and parents in summer sessions course catalog in order to register full class.)

Sound Studio Techniques Syllabus designed for American University in 2019