Hanoi: Learning to Cross Streets (and Boundaries)
An early intercultural teaching experience exploring cultural adaptation, classroom creativity, and the foundations of a developing practice.
We do not learn from experience… we learn from reflecting on experience. – John Dewey The first thing you might notice in Hanoi is the traffic
The Valley of Possibility
An experience of community life, creative collaboration, and deepening engagement with movement and mindfulness.
No need to hurry. No need to sparkle. No need to be anybody but oneself. — Virginia Woolf “En Colombia todo es posible.” The airport banner
Noise as a Second Language:
Trusting Children to Show Us the Way
An emergent, movement-based approach to English language learning shaped by children’s play, community participation, and embodied pedagogy.
What a child can do in cooperation today, he can do alone tomorrow. — Lev. S. Vygotsky During my project in Colombia, I arrived with a
When Children Teach You What Yoga Really Means
Facilitating yoga sessions focused on autonomy, imagination, and relational learning within a UK primary school context.
Play is the answer to how anything new comes about. — Jean Piaget The first day of teaching a 10-week yoga programme in a primary school
The Spaces Between Words: Identity and Learning in ESOL Drama
An arts-based ESOL project exploring identity, institutional language, and confidence through drama and collaborative storytelling.
I do not wish them to have power over men; but over themselves. ― Mary Wollstonecraft During my weeks at an ESOL & Drama community project,
Hanoi: Learning to Cross Streets (and Boundaries)
An early intercultural teaching experience exploring cultural adaptation, classroom creativity, and the foundations of a developing practice.
We do not learn from experience… we learn from reflecting on experience. – John Dewey The first thing you might
The Valley of Possibility
An experience of community life, creative collaboration, and deepening engagement with movement and mindfulness.
No need to hurry. No need to sparkle. No need to be anybody but oneself. — Virginia Woolf “En Colombia
Noise as a Second Language:
Trusting Children to Show Us the Way
An emergent, movement-based approach to English language learning shaped by children’s play, community participation, and embodied pedagogy.
What a child can do in cooperation today, he can do alone tomorrow. — Lev. S. Vygotsky During my project
When Children Teach You What Yoga Really Means
Facilitating yoga sessions focused on autonomy, imagination, and relational learning within a UK primary school context.
Play is the answer to how anything new comes about. — Jean Piaget The first day of teaching a 10-week
The Spaces Between Words: Identity and Learning in ESOL Drama
An arts-based ESOL project exploring identity, institutional language, and confidence through drama and collaborative storytelling.
I do not wish them to have power over men; but over themselves. ― Mary Wollstonecraft During my weeks at