I am of the belief that every student can and will learn, but not all students learn the same way. It is my duty to find the way to teach each student to his or her full potential.“


My teaching philosophy centers on taking an active approach. I engage my students in discussions, activities and higher level of thinking. I believe that all students can learn through doing, therefore I have a very high expectations for all culinary students to achieve the best. I believe that students achieve more when the expectations are high and they have structure and guidance. Therefore I think that it is imperitive to provide a learning environment that is as consistent as possible. I employ structure in the classroom, using routines and procedures to help students understand the culinary field and what they can get out of it.

Students take an active role as learners and thinkers in my class, and this helps them enjoy learning and get excited about their education. I am dedicated the success of students both in and out of the classroom. The skills they learn in the culinary program will help them to make the most of the many opportunities outside the classroom.

I am of the belief that every student can and will learn, but not all students learn the same way, so it is my duty to find the way to teach each student to his or her full potential. I believe that if a student can’t learn the way I teach, I must teach the student the way he will learn.  I do my utmost to make my classroom a place of cooperation and collaboration, and I strive to maintain a balance between teacher centered and student driven instruction.  Learning should be viewed as a social activity, students and teachers learn from each other and their community; together, they accomplish more than as individuals and they have more fun in the process. When students and teachers discuss and defend their ideas or solutions as teammates, they learn to think problems through, to support their own opinions, and to critically consider the opinions of others before coming to a conclusion. When students have to organize their thoughts to explain ideas to teammates, they engage in an extension of their thinking, which enhances their own understanding.  

I have a passion for learning and teaching the material I am fortunate enough to helped me through life. I treat subject matter as interconnected, emphasizing that everything a student learns fits together into a holistic understanding of the world from which they develop their personal worldview.

I respect that students come to the classroom with preconceptions about the world; this means that my teaching practices must draw out and work with their pre-existing understandings and make their thinking visible and central to the learning. I strive to design classroom activities that are connected to other disciplines, to students’ lives, and to the world, while focused on clear and achievable learning goals. I see myself as a learner and researcher of both the subjects I teach and my professional practice as a whole.

Learning is a process that I am committed to and recognize the inevitability of change within my field.  The importance of presenting ideas in fresh ways and the changing needs of culturally diverse students. I am consistently increasing my own knowledge through reflective practices and staying current in a field that is ever changing.

Technology has expanded the culinary arts to include new fields not thought possible a few years ago. Similarly, my own philosophy of teaching in this field keeps expanding as I learn more about what it means to be a teacher in the 21st century.

Areas of Expertise

  • Culinary Arts
  • French Wine


  • French Wine Scholar, French Wine Scholar Study and Certification


  • 2004: Vollrath Teacher of the Year, Culinary Arts
  • 2009: Banfi Wine Representative Teacher