I believe that every child comes into the world with a unique light. Our role, as adults and teachers, is to keep that light burning – to nurture it with encouragement, trust, and patience. Working with young children is not just a job for me, but a calling – one that has brought me fulfillment, purpose, and great joy.

I began my educational journey in 2018 in the United Kingdom, where I first obtained the NCFE CACHE Level 2 Certificate in an Introduction to Early Years Education and Care. This course helped me understand the foundations of child development in the early years, the emotional needs of young children, and the importance of routine, secure attachment, and a warm, predictable learning environment. It was my first serious encounter with child psychology, and from that moment, I knew I wanted to dedicate my career to supporting the harmonious development of young children.

In 2019 I continued with the NCFE CACHE Level 3 Diploma in Supporting Teaching and Learning, a comprehensive and hands-on program that prepared me for direct work in schools. Here, I learned about lesson planning, adapting activities to meet diverse student needs, collaborating with teachers and parents, as well as inclusion, managing challenging behaviours, and supporting children with special educational needs. This diploma was essential for me, as it provided practical tools that I use daily in the classroom.

In 2023, I earned a Bachelor of Arts (Hons) in Education Studies, a degree that strengthened my knowledge in areas such as learning theories, child development, curriculum, inclusive education, educational policies, and modern teaching methods. My studies helped me refine my pedagogical thinking, become more critical and analytical, and more aware of the impact a teacher has on a child’s journey.

Driven by the desire to deepen my English teaching skills, in 2025 I completed the CELTA (Certificate in English Language Teaching to Speakers of Other Languages), awarded by Cambridge English. It was an intense and transformative experience, where I learned to teach English in a student-centered way – using interactive methods, encouraging real communication, and promoting learner autonomy. I learned how to structure lessons effectively, think from the student’s perspective, and create varied activities that help learners understand and use the language in real-life contexts.

I have had the privilege of working in several schools in the UK in various roles – teaching assistant, educational mentor, tutor, and more recently, as an English teacher. These experiences have shaped a balanced vision of school as a space not only for learning but also for safety, empathy, and personal growth.

I believe in the power of authentic relationships and the importance of a genuine connection with every child. I want my students to feel seen, understood, and supported – not only in what they learn, but in who they are. I enjoy being there for them with patience and empathy, encouraging them when they need it most.

Collaboration with parents is essential. I want every child’s family to feel that we are a team – and that they can count on me as a sincere, dedicated, and present support in their child’s life.