Ananyasri Kannan

Carlos-Quiggins uses fun activities to work with students on English skills.

Initially drawn to the pursuit of understanding the minds of students with autism, new community-based instruction (CBI) teacher Christine Carlos-Quiggins has made it her mission to support students with diverse learning needs.

With nearly two decades of experience teaching, Carlos-Quiggins began her career in the Philippines after completing her bachelor’s degree at De La Salle University in Manila and her master’s at the University of the Philippines. 

After growing up and getting her start in teaching in her hometown of Manila, Carlos-Quiggins moved to the U.S in 2007, spending 19 years working with the Cupertino Union School District and Saratoga Union School District with both elementary and middle school students.

With an undergraduate degree in psychology, Carlos-Quiggins initially worked in Human Resources. During that period of time, she took classes on sign language, inspiring her to work with students with disabilities.

“My passion was solidified when I saw a [singing] performance by students with special needs — it completely drew me in,” Carlos-Quiggins said. 

She then returned to school and completed her master’s degree in special education, determined to make a difference in students’ lives, no matter how big or small. 

After these experiences, Carlos-Quiggins felt it was only natural to move on to work at a high school. 

“It has been truly rewarding to be part of this community and especially meaningful to teach some of my former students from Redwood Middle again,” Carlos-Quiggins said.

Carlos-Quiggins aims to create an environment where students feel that they can both trust and rely on her. As an educator, she believes that it’s her duty to guide students to the best versions of themselves, while recognizing their importance to society.

The main focus of Carlos-Quiggins’ class is incorporating academic skills into real-life settings, such as working on communicating with peers, allowing students to thrive and grow confidence in the classroom and in their day-to-day lives. 

A typical day in the classroom begins with a calming activity to help start the day grounded and ready to learn. Communication skills are strengthened through both augmentative and alternative communication tablets, which allow people with speech impairments to voice their thoughts through a series of words, sentences, images as well as oral expression, allowing students to express themselves confidently.

Carlos-Quiggins finds herself both helping her students to shine, while simultaneously learning from them.

“Each day, seeing even small moments of growth or success reminds me why I chose this profession and drives me to continue supporting and empowering my students,” she said.