Austin Mulholland

As a high school ELA teacher, I see my classroom as a place where students can explore who they are and how they see the world. Reading, writing, and talking about ideas aren’t just academic skills — they’re tools that help students make sense of their own lives. My biggest goal is to help students feel confident using their voices, whether they’re sharing a thought in discussion or writing something they’re proud of.

I try to create a classroom environment where students feel comfortable speaking up, asking questions, and even making mistakes. High school can be a confusing and overwhelming time, and I want my class to feel like a space where students can take risks without worrying about being judged. Honest conversations about books, themes, and real-life issues help build a sense of community, and I want every student to feel like they belong in that community.

When it comes to literature, I like to help students make connections between the texts we read and what they’re dealing with in their own lives. If they can see themselves (or people they know) in the stories, it makes reading more meaningful. At the same time, I want them to experience perspectives that are different from their own, because that’s where a lot of empathy and understanding starts.

Writing is another big part of my teaching. I focus a lot on helping students build confidence in their writing process. Instead of stressing about perfection, I want them to try things, revise, and find their own style. Whether they’re writing an argument or a personal narrative, I want them to feel like their ideas matter and that they’re capable of expressing them clearly.

I also like using technology in ways that make learning more engaging. From digital discussions to collaborative writing tools. Since students are already surrounded by tech, I think it’s important to use it in ways that support their learning rather than distract from it.

Overall, my teaching philosophy is simple: meet students where they are, support their growth, and help them see that their voices have power. If students leave my class feeling more confident in their reading and writing and more confident in themselves. Then I’ve done what I set out to do.