Education has been in my family since 1985. My mother earned her certification and taught for 30 years and I followed in the footsteps.

在我的时间作为一个教育工作者,我已经试图更than in the classroom. In Nanjing, I worked at the Rape of Nanking museum while I taught. I have written, and will have produced for worldwide audiences, four movies, three of which incorporate history and historical events into the plot and story arc. I have traveled the world in search of historical and geographic knowledge, choosing places of historic or geographic significance to travel to and enjoy.

As a result, I incorporate all my experiences into my presentation in class, not just my subject knowledge. Real world experience to work beside the theory and the idea of the class. Included in that is the idea to teach the whole student (morals, ethics, work ethic, boundaries, protocol, etc) in order to make sure the student is successful not just in class, but in life.

Humanities to me is a quest for truth. As a result, enabling wide ranging debates, perspective and and interpretation is vital to success. Students in a humanities class aren't wrong; their points are either valid or invalid based on the facts used to back up their opinion. Similar to a hard science and a lab report, humanities is a soft science, in which I always incorporate the scientific method to have students prove their point and disprove the opposing view. As such, I believe a humanities class should be more like a chess match and a trial than a blanket remembrance of straight fact.

I believe I am best suited for the role because I always put the student first in everything. My #1 idea when I walk into a school is "how will this benefit them?" Nothing else matters to me. Discipline, academic standards, rules, guidelines, curriculum. . .how will all of this benefit them? If it does, I will follow it completely. If it doesn't, I will try to enact some form of change in order to make the policies benefit the students.