There’s a rhythm to the way a classroom breathes, if you’re listening for it. Some days it’s calm: pens scratching, keyboards clicking, students in sync. Other days it’s chaos of the best kind—half-formed ideas, sudden laughter, and questions that shift the lesson entirely.This is where I work now: Columbia International School, teaching Grade 8 math, English, and science. But what I really do is help students find their rhythm. And maybe, sometimes, I find mine too.
Before teaching, I spent a decade in music production. Real music—messy, modern, raw. That work led me to develop pronunciation programs using sound and 3D models. I became obsessed with how we hear language. Later, I co-founded Music Without Barriers to help children with disabilities access music-making. We published tracks. We made noise. Good noise.
I also spent ten years in hospitality—front and back of house, managing teams, training staff, eventually leading as a director. Hospitality didn’t just sharpen my instincts; it shaped how I lead, listen, and create space for others.
Teaching combines all of it. It’s part design, part rhythm, part service. I lay the groundwork, anticipate needs, and try to build a world where students can feel seen.
There’s a pulse to this school that I’ve come to love. It is the punctuation that I am in the right place and it motivates me to keep building with and for the students. It reminds me that even through change, some instincts remain: to tune, to build, to listen.
And to me, it still sounds like music. (Mr. Moody)