I first walked through DIS’s doors as a student in 2007. Ten years later I came back, and I’ve stayed ever since, through several roles, until this one. There’s something particular about returning to shape the place that shaped you, and I don’t take that responsibility lightly.
I came to teaching from neuroscience research, and I like to think that the scientific approach somehow guides me in my attitude towards education: I’m interested in what actually works, not just what sounds good on paper. It’s part of why I ended up studying and eventually teaching Psychology, and why I care so much about how the DP is taught, not just what it promises. At its best, the program does something rare: it asks students to work hard without pretending that struggle and wellbeing are opposites. My job is to help them hold both.
What I find most fascinating and rewarding is watching that arc play out across the whole school: the same child who once struggled to tie their shoes on the playground is, a decade later, defending an extended essay claim with real conviction, and somewhere in between, figuring out who they are through what they’re studying, not despite the rigor, but because of it.
I came to teaching from neuroscience research, and I like to think that the scientific approach somehow guides me in my attitude towards education: I’m interested in what actually works, not just what sounds good on paper. It’s part of why I ended up studying and eventually teaching Psychology, and why I care so much about how the DP is taught, not just what it promises. At its best, the program does something rare: it asks students to work hard without pretending that struggle and wellbeing are opposites. My job is to help them hold both.
What I find most fascinating and rewarding is watching that arc play out across the whole school: the same child who once struggled to tie their shoes on the playground is, a decade later, defending an extended essay claim with real conviction, and somewhere in between, figuring out who they are through what they’re studying, not despite the rigor, but because of it.
I have been working at our school since 2005 and have been enthusiastic from the very beginning about the concept of student-centered teaching, where the needs of the students are at the heart of learning.
It is very important to me to spark curiosity and interest – as the foundation for learning that lasts far beyond school. In this way, I hope to contribute to shaping our students into lifelong learners.
Another focus of my work is the promotion of intercultural openness. Exchange and understanding of other cultures are, for me, essential elements of a contemporary education.
It is very important to me to spark curiosity and interest – as the foundation for learning that lasts far beyond school. In this way, I hope to contribute to shaping our students into lifelong learners.
Another focus of my work is the promotion of intercultural openness. Exchange and understanding of other cultures are, for me, essential elements of a contemporary education.
Ho iniziato a insegnare nell’anno 2008, coronando un desiderio che avevo fin da bambino.
Sono laureato in Conservazione dei Beni Culturali e abilitato all’insegnamento nella scuola primaria.
Ho avuto il privilegio di essere chiamato alla Deledda International School nel 2016, anno in cui è nata la primaria e da quel momento è iniziata una fantastica avventura durante la quale, insieme alla comunità scolastica che è andata via via crescendo, ho avuto la possibilità di contribuire allo sviluppo della scuola, cercando sempre di migliorarla e renderla un luogo di apprendimento di qualità, accogliente e sereno.
Sono laureato in Conservazione dei Beni Culturali e abilitato all’insegnamento nella scuola primaria.
Ho avuto il privilegio di essere chiamato alla Deledda International School nel 2016, anno in cui è nata la primaria e da quel momento è iniziata una fantastica avventura durante la quale, insieme alla comunità scolastica che è andata via via crescendo, ho avuto la possibilità di contribuire allo sviluppo della scuola, cercando sempre di migliorarla e renderla un luogo di apprendimento di qualità, accogliente e sereno.
I began teaching in 2008, fulfilling a lifelong dream I had since childhood.
I hold a degree in Cultural Heritage Conservation and am qualified to teach in primary school.
I had the privilege of being invited to join Deledda International School in 2016, the year the primary school was founded. Since then, a wonderful journey began—one in which, together with the growing school community, I’ve had the opportunity to contribute to the school’s development, always striving to improve it and make it a welcoming, peaceful place of high-quality learning.
I’m proud to be part of the Deledda International School community, where I’ve been teaching since 2018. My own international school experience in Mozambique, Congo, Greece, and Austria, together with a background in English and Italian literature, inform my multilingual, inquiry-based approach to teaching. Our diverse and dedicated PYP team combines Italian and international perspectives, placing student-led inquiry at its core. Supporting students as they think critically and learn independently is one of the most rewarding parts of my work.
