An Editor’s Eye with a Teacher’s Heart

I approach every project with a unique blend of classroom experience and editorial expertise. After a decade working as an elementary school teacher, I’ve developed skills that make me an effective, empathetic, and strategic partner for writers. Just as every student in my classroom was unique, every manuscript and writer brings their own strengths, struggles, and learning styles.

Teaching taught me to recognize potential in everyone and nurture their growth – traits that now shape my editorial approach. From first day jitters to graduation pride, I learned to see every student for who they were. Now as an editor, I bring the same belief in individual potential to every author and manuscript, using an editor’s eye with a teacher’s heart.

A Foundation in Teaching

My passion for teaching began early (about fourth grade). I was the kid who lined up all my stuffed animals and dolls, teaching them then handing out paper and pencils for pretend tests. When it came time for college, I knew I wanted to pursue teaching. I found a program that led to a Masters of the Arts in Teaching degree and majored in psychology, believing that understanding how people learn would make me a better educator.

Entering an elementary school on my first day as a teacher felt daunting, but I was ready to teach, to encourage, inspire, encourage, and collaborate. One memorable student was “selectively mute,” and spoke to no one at school. English was not their first language, which added another layer of challenge. Through gentle encouragement, celebrating small wins, and creative problem-solving, I watched this student grow. By the end of the school year, they needed reminders to raise their hand before speaking! Building a community of trust, patience, and understanding helped this student emerge from their shell. Experiences like this provided me with skills I now use to help others reach their writing goals.

Breaking Down Complexity

Clarifying big concepts into actionable, bite-sized advice is one of my strengths. Terms like “pacing” or “character arc” can feel overwhelming, but I won’t leave you with advice to “work on your character arcs” or “fix pacing here.” Instead, I will guide you through the steps to identify each character’s internal and external goals and motivations. Together, we will explore how your characters change throughout your story and what you want that change to look like.

I can scaffold information, building understanding one manageable step at a time. When teaching story structure in elementary school I would use graphic organizers and sentence frames as well as color coding. With writers, I do the same: mapping out plot points or pacing problems visually, then offering step-by-step action plans to bridge the gaps.

Constructive Feedback

My philosophy on feedback is simple. Feedback should help you grow. It should be kind, clear, and empowering. As a teacher I had to learn how to give feedback without causing students to shut down and tune out.

I start by praising what is working before offering clear, specific suggestions for improvement. My feedback will leave you with actionable steps for what comes next. It is, but never discouraging. As an editor, my job is to help your manuscript grow and prepare it for readers.

Getting Unstuck

Working with students ages 5 to 12, and raising a toddler, has made me an expert at recognizing frustration, boredom, or confusion, even when it isn’t spoken. Sometimes, a gentle nudge is all it takes to unlock creativity. For example, letting a nervous student draw before writing can help them get started. For writers, I might suggest freewriting a character’s diary or switching scenes to a new setting to help get the words flowing again.

Beyond Red Ink

I have never believed in using red ink. Even as a teacher, I avoided it because it felt harsh and discouraging. (I’ve always preferred blue or purple). Now, as an editor, I approach feedback the same way. Instead of simply circling or highlighting areas that need work, I help you through the process. I provide concrete examples and clear steps towards improvement, sometimes sharing additional resources or articles for further learning.

A Professional Partnership (Not Teacher-Student)

Although I spent a decade in education, my editorial relationships are based on mutual respect and collaboration. I don’t see our time together as teacher and student. I don’t have all the answers, nor do I claim to be a perfect writer. You are the creative force behind your manuscript. My role is to collaborate with you, polishing your work for your audience. I love this partnership because I learn so much from you as well. It’s a two-way street, and we both grow through the process.

I don’t grade manuscripts. I collaborate with authors as equals. Together, we will trade ideas, celebrate breakthroughs, and discover new perspectives.

The Cheerleader Effect

Happy, successful students believe in themselves. My job as an editor is to rekindle that spark for authors – to encourage, reassure, and celebrate progress! As a teacher, I loved to be my students’ biggest cheerleader. Recently, I attended the high school graduation of my students from my first second-grade class. I cheered as loudly as I could, so proud of their accomplishments even ten years later.

Being a motivator and encourager makes me a great ally. When doubt creeps in, I will remind you of your voice’s power and your story’s worth.

Your Manuscript’s Secret Weapon

Whether you are a debut novelist or a writer finding your voice, my teacher-editor lens means you’ll get practical guidance, uplifting feedback, and unwavering support. Ready to work together? Reach out to collaborate today, or subscribe for more insights. Want to learn more about me? Click here.