Teaching Philosophy

I am drawn to teaching because of the relationships that make learning meaningful. I don't see teaching as simple delivering content, but as a collaborative process rooted in trust, respect, and curiosity. I approach my students as capable, thoughtful individuals -- ready to question, explore, and make sense of the world. When students are treated as emerging adults rather than passive learners, they take ownership of their learning and develop confidence in their ability to engage with complex ideas.

This belief was reinforced while I was observing a high school chemistry classroom, when a student anxious about presenting on atomic models approached me for help. Through conversation rather than direct instruction, we worked through the electron cloud model together. As he asked questions and connected ideas, his understanding grew. By the time he presented, he spoke clearly and confidently in his own words. Moments like this remind me that learning happens best when students feel supported, respected, and trusted.

As a teacher, I strive to create classrooms where curiosity is encouraged and wonder is welcomed. I value dialogue, creativity, and curiosity as a way for me to help students see themselves as capable thinkers prepared to engage thoughtfully with the world beyond the classroom.