Pillars of My Practice

I am a Mentor,
not a Lecturer

Our time together is a shared dialogue. I bring my experience to the table to help you become who you want to be.

I am a Teacher,
not a Therapist

I focus on the 'how' of building practical skills and intentional habits to help you navigate your world with clarity.

I am a Person,
not an App

I provide a real-time, adaptive partnership. I can pivot when your day gets complicated or hold the line when you need accountability.

My Teaching Philopsophy

About Trivia Eggers

My approach to teaching is shaped by my belief that learning is most powerful when students can see change in themselves. I have always valued evidence of growth; I want to see real, noticeable shifts in understanding or ability, and I want my students to experience that same sense of transformation. Learning is not just about acquiring information; it is about becoming someone new. Because of this, my teaching begins with the assumption that students come into the classroom already knowing things. Part of my role is to help them connect those existing strengths to new ideas so that their learning feels purposeful, connected, and worth remembering.

My understanding of learning deepened during seminary, when I was simultaneously studying counseling and curriculum design while also doing campus ministry. I practiced active listening with real students at the same time that I was learning about it in class, and I wrote curriculum for people whose names I knew rather than for hypothetical learners. That experience taught me how meaningful it is to learn something while actually using it. It showed me that learners grasp concepts more deeply when they can see their relevance and apply them in real contexts. This realization continues to guide my teaching today.

As a teacher, I see myself as a mentor and a witness. I am someone who shares experience, provides structure, and asks good questions, but I allow students to be the agents of their own growth. I often say that I want to be a witness to people’s lives as they are becoming who they will be for the rest of their lives. That mindset carries directly into the classroom. I help students clarify who they are becoming and what steps they need to take to reach their goals, whether academic, professional, or personal.

Because I want students to experience meaningful growth, I design lessons with intentional structure. I am learning not to overload a single class session with too many objectives, and instead to focus on a small number of knowledge, skill, and value outcomes that truly matter. I begin lessons by connecting new material to something students already know, helping them start from a place of strength. From there, I explain how we will expand and stretch that knowledge. I give instructions in multiple forms: verbally, visually on slides, and in written steps on worksheets. I want students to be able to revisit what they need to do without feeling lost. Reflection is built into almost everything I teach, whether it is a guided question after an activity, a whole-class discussion that allows students to share their thinking, or mid-semester and end-of-semester prompts that help them trace their growth.

Connecting learning to real-life contexts is central to my practice. When I taught two English Language Learner (ELL) students, we explored the differences among summary, explanation, restatement, and commentary. Instead of keeping these ideas confined to the in-class article about elephants, we connected them to their actual goals. We talked about summary usage in nursing charts, about restatement when communicating patient instructions, and about commentary in meetings or email communication. When the material became personally relevant, their engagement changed noticeably. They sat up straighter, asked more questions, and showed a deeper desire to understand. Experiences like this reinforce my commitment to making learning meaningful and transferable.

Building trust and safety also shapes my teaching. I give thoughtful, individualized feedback and try to create an ongoing conversation through my comments on assignments. I practice a growth mindset openly with students, reminding them that it is acceptable to struggle as long as they remain willing to learn. When students face challenges, I do not assume I know the reason. Instead, I ask questions, offer possibilities, and work with them to identify what feels difficult so we can address it together.

As I continue to grow professionally, I am working on refining my lesson pacing and managing the number of objectives I build into each class. I also want to deepen my understanding of neurodiversity, particularly how neurodivergent traits intersect with second-language learning. Assessment is another area where I aim to improve. I want to grow in developing ways to measure learning meaningfully and in communicating those assessments clearly to students in ways that support their development.

At its core, my teaching philosophy reflects my belief that students deserve to understand where they are going, why it matters, and how far they have come. My role is to guide them, support them, and witness their transformation as they become the people they are learning to be.

Twenty Years of Trial and Error

Education

M.Ed. (2026). Curriculum and Instruction. Teaching English to Speakers of Other Languages. University of North Carolina at Charlotte. College of Education.

M.Div (2012). Christian Ministries. Emmanuel Christian Seminary.

B.G.S. (2007). General Studies. East Tennessee State University.

Research Interests

English Language Learners

Neurodiversity

Mentoring

Mentoring Experience

Mentor Program Assistant Director

Appalachian State University, 2023–Present

Mentor undergraduate students in academic skills and goal setting
Plan and teach workshops (e.g., Goal Setting, Special Interest Showcase)
Support mentor onboarding and training

Assistant Campus Minister

Christian Student Fellowship, East Tennessee State University, 2007–2018

Created curriculum and led small groups
Trained student leaders in group management and teaching strategies
Facilitated community building among international and domestic students

Teaching Experiences

Adjunct Professor – Time Management in College

Appalachian State University, Spring 2025

Designed a 1-credit hour course curriculum emphasizing collaboration, in-class engagement, and practical skill-building
Facilitated interactive activities to build executive functioning, organization, and peer accountability
Maintained accurate student records, including grades and attendance, in alignment with university policy

English Instructor – Fulbright TEA Fellows Program

Appalachian State University, Fall 2022

Designed and taught English lessons for international educators
Supported academic writing, oral presentation, and cultural exchange skills

English Conversation Teacher (Independent)

Greeneville & Johnson City, TN, 2007–2014

Developed curriculum based on learner needs and interests
Taught individuals and groups (up to 15 learners)
Facilitated discussions, games, and activities to build fluency

English Conversation Teacher

Asahikawa Eikaiwa, Japan, 2004–2006

Taught English conversation classes for children and adults
Designed lessons, games, and outreach activities

Substitute Teacher – AppELS Program

Appalachian State University, 2023

Led classes in University Success and English for the Arts during instructor absences

Professional Experience (Related to Education/International Work)

Assistant Director – International Students & Scholars Services (ISSSO)

Appalachian State University, 2021–2023

Advised international students/scholars on academic and immigration matters
Developed Moodle-based New International Student Orientation course
Coordinated cultural and academic workshops

Office Assistant – Office of International Education and Development

Appalachian State University, 2020–2021

Mentored student workers and coordinated virtual programs
Hosted conversation hours for international students

Administrative Assistant – International Projects Department

Samaritan’s Purse, 2018–2020

Mentored staff, developed training systems, managed records and approvals

Other Professional Activities

Service

Local Friend in International Friendship Program, 2023-2025
Assistant at adult ESL classes at Watauga County Library, 2025
Assistant at adult ESL classes at Hunger and Health Coalition, 2026

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