FOUNDER'S
MESSAGE

Of all the "corny" things that I do in my classroom, the one that has garnered the greatest reaction from my students is the one to the left. My middle school math students never missed an opportunity to point out how old, lame, or corny I was. And now, after 12 years in Education, I still give in to the temptation to respond with an instant “thank you” and a gracious smile, to which they often respond by calling me "green." These interactions reflect the engaging and unique classroom environment I strive to create—one that fosters a genuine connection with students and makes learning an enjoyable experience.

 

My love for math is what drove me to leave corporate America and pursue a career in teaching. Reading about the decline in student proficiency in math across America motivated me to become an educator. As a kinesthetic learner who struggled with rote memorization, I developed creative methods, such as making songs to study, to help me learn. This approach is evident in my classroom today, where students might hear music, work in groups with construction paper and paint, perform science experiments, or even play outside on the basketball court. My vision was to target middle school students to identify and correct mathematical misconceptions early, ensuring they were prepared for high school and beyond.​

 

Upon entering the classroom, I was surprised to discover that 90% of my students did not like math or believed they were bad at it, even in honors classes. This revelation highlighted a significant problem: students' perception of math and their abilities were directly tied to their classroom experiences. My mission became clear—I needed to meet students where they were to engage their interests and change their perception of math. By creating a dynamic and interactive learning environment, I aimed to show students that math could be fun and accessible.

 

My liberal arts education and finance experience have significantly influenced my teaching approach, making it vastly different from my own experience as a student and that of my colleagues. I find middle school students to be quite similar to the clients I had as a Bond Specialist in terms of behavior and attention span. Therefore, I focus less on lecturing and more on classroom facilitation. My lessons are structured to ensure that students spend most of their time on hands-on tasks, real-world problem solving, and interactive stations. This approach aligns with the belief that true education involves giving children the freedom to explore and discover, making them self-motivated, competent, and morally responsible citizens.​

 

In addition to my classroom experience, I have served as a principal in private schools and worked as an Educational Consultant for schools seeking to open or restructure their programs. This background has given me a deep understanding of the administrative and strategic aspects of education, further informing my approach at Potter's Touch Knowledge Center (PTKC). At PTKC, my goal is to provide an inclusive learning environment where students, including those with Autism Spectrum Disorder (ASD), can identify and hone their talents throughout their education. I aim to impact education across the country, helping American students become global competitors in all career fields, starting with the foundational changes we can implement at the local level.