My approach to teaching is rooted in presence, compassion, and lived experience. I believe the practice is not about perfect shapes or performance, but about cultivating awareness, resilience, and an honest relationship with the self. Each class is thoughtfully structured with intention and clarity, while remaining flexible and responsive to the energy of the room. My classes are musically driven and somatically attuned, using rhythm, sound, and embodied cues to deepen connection and support regulation. Music becomes a guide—helping students move intuitively, breathe more fully, and access flow in a way that feels both grounding and expressive.

I guide from a place of invitation rather than instruction alone—offering options, language, and pacing that empower students to make choices that honor their bodies, breath, and nervous systems. Joy is intentionally centered as a vehicle for resilience, reminding students that pleasure, play, and ease are powerful tools for healing and sustainability. Through mindful transitions, moments of pause, and breath-led movement, the practice becomes both supportive and expansive. I aim to create an environment where students feel safe to explore their edge—physically, mentally, and emotionally—and leave class feeling more connected to themselves, resourced from within, and equipped to carry that sense of presence and joy into daily life.