Teaching
My name is Marie Eriel Hobro, and this portfolio highlights my work as a secondary art education teacher committed to helping students find their voice through photography and visual storytelling. Photography changed my life. As a teenager growing up in Wahiawā, I was often labeled the “troublemaker” in my family. As the eldest daughter of Filipino immigrants, I struggled to meet expectations while navigating undiagnosed ADHD and OCD. Everything shifted when I entered my high school photography class with Mr. Keith Sasada — his belief in me helped me see my own worth and sparked my lifelong love for photography.
After fifteen years as a professional photographer focused on dismantling stereotypes about Hawaiʻi and uplifting local communities, I now teach photography at Leilehua High School, the same school where I first fell in love with the art. As a Filipino settler raised in Wahiawā and Mililani, I see teaching as part of my kuleana to give back to my community. My classroom is built on inclusion, creativity, and aloha ʻāina, where students are encouraged to see the value in their stories and take pride in who they are.
As a secondary art teacher, I teach photography to students with and without disabilities. Living with ADHD myself, I am passionate about designing hands-on, culturally relevant projects that engage all learners and help them explore their identities and communities. I collaborate closely with special education teachers and educational assistants to support IEP goals and ensure every student can succeed creatively and academically. For me, teaching is about building relationships, empowering students, and showing them that their voices and stories matter.
Teaching philosophy
My philosophy of teaching is shaped by my experiences growing up in Wahiawā, my identity as the eldest daughter of Filipino immigrants, and my journey as a photographer. As a teenager navigating undiagnosed ADHD and OCD, I often struggled to meet expectations and internalized labels like “troublemaker” or “bad.” My high school photography teacher, Mr. Keith Sasada, changed that. His unwavering belief in my potential and his hands-on, creative lessons that connected to real-world issues showed me the impact a supportive teacher can have. That experience continues to guide my approach: I strive to foster a classroom where students feel believed in, supported, and encouraged to express themselves.
In 2018, I co-created a youth photography program at Puʻuhonua o Waiʻanae, Oʻahu’s largest houseless village. Working with Aunty Twinkle and her community taught me the importance of honoring learner differences and creating inclusive, culturally relevant, place-based lessons. I adapted my teaching to meet diverse needs, helping students share their perspectives through photography. Seeing their pride and voices recognized in a gallery exhibition reinforced my commitment to teaching rooted in community care, aloha ʻāina, and creativity.
As an MEdT candidate and secondary art teacher, I continue to center these values in my classroom. I prioritize hands-on, engaging activities that allow students to explore their identities, communities, and creativity. I work to support all learners, collaborating closely with educational assistants and other teachers to meet diverse needs. I aim to replicate the personalized, inclusive, and culturally responsive approach I experienced as a student, while encouraging visual excellence and personal growth.
Ultimately, my goal as a teacher is to help students reclaim their stories, embrace their individuality, and see their potential. I want to be the supportive adult I needed as a child, especially for students who, like me, have faced financial instability or other challenges. Teaching is about building relationships, empowering students, and helping them recognize that their voices and stories matter.