Hybrid teaching has forced me to slow down—and it turns out, that’s exactly what my students needed. With high schoolers on a rotating schedule, middle schoolers daily, and fully virtual students too, I was juggling three timelines and feeling stretched thin. So I simplified. One consistent platform (Garbanzo), predictable tasks, and more time for meaningful repetition. I’ve realized I was moving too fast through content. Now, I’m leaning into routine, conversation, and letting language sink in.

This year’s still a question mark—but one thing I do know is that high-frequency verbs and comprehensible input will stay at the heart of my teaching. To lay a strong foundation, I’m doubling down on TPR, especially for distance learning. Using gestures, videos, and simple context-rich follow-ups, I’m helping students connect meaning to language from day one. It’s not about flashy tech—it’s about making input stick.

This semester stretched me thin. Between finishing two tough grad courses, directing a full-scale production of Clue: On Stage, and even acting in a community Christmas play, my plate was overflowing. Add in a challenging incident at a nearby school and some of the chattiest classes I’ve ever taught, and it’s no surprise I felt off balance. But I’ve also grown—earned a 4.0, pulled off a killer set design, and started refining my classroom management with ideas from Teach Like a Champion and Tools for Teaching. I’m still reflecting, still learning, and still showing up.

Classroom management has always been one of my bigger challenges—not because I don’t care, but because I wasn’t taught how to do it well. At ACTFL, Jon Cowart’s session was exactly the perspective shift I needed. He reminded us that student behavior is often shaped by things we don’t see, and that strong, clear routines and positive narration can change everything. I left with practical tools like using SOC directions, narrating observable behaviors in the target language, and setting time aside to build relationships through short student conferences. It’s not about controlling students—it’s about connecting with them.

After a rare conference-free year, I dove back in with iFLT in Cincinnati—and it couldn’t have come at a better time. Between Coaching for Coaches training, co-teaching in the Adult Spanish lab, and soaking up sessions on everything from Krashen’s Net Hypothesis to CI strategies, the week was packed. This wasn’t just professional development—it was a launchpad for future projects, including a grad school module on teacher training. Plus, nothing beats being surrounded by your teacher tribe.

After a rare conference-free year, I dove back in with iFLT in Cincinnati—and it couldn’t have come at a better time. Between Coaching for Coaches training, co-teaching in the Adult Spanish lab, and soaking up sessions on everything from Krashen’s Net Hypothesis to CI strategies, the week was packed. This wasn’t just professional development—it was a launchpad for future projects, including a grad school module on teacher training. Plus, nothing beats being surrounded by your teacher tribe.