I believe that every student has the capacity for creativity, and my role as an art educator is to create an environment where that creativity can be expressed. My teaching approach is rooted in structure, empathy, and inclusion; principles that have been deeply informed by my work as a Registered Behavior Therapist (RBT).

As an RBT, I’ve been trained to support students with autism and other developmental differences using evidence-based practices such as Applied Behavior Analysis (ABA). This experience has equipped me with a strong understanding of how to create clear, predictable routines, break down complex tasks into manageable steps, and use positive reinforcement to motivate students and shape behavior. These tools are invaluable in the art room, where students are asked to take risks, follow multi-step directions, and express themselves in vulnerable ways.

I integrate visual supports, differentiated instruction, and individualized strategies to make art accessible for all learners, including those with behavioral, social, or sensory needs. Whether adapting a lesson for a student with fine motor challenges or building in frequent reinforcement for a student struggling with focus and attention, I prioritize equity and support in everything I do.

Beyond behavior support, I believe in fostering a classroom culture of creative freedom, mutual respect, and self-expression. I balance teaching foundational skills with offering space for experimentation, allowing students to develop their own artistic voice. Art is not just a subject to me; it’s a powerful tool for communication, emotional growth, and connection.

My ultimate goal is to cultivate a space where all students feel seen, supported, and inspired to create.