Throughout my thirteen years of teaching, I’ve come to believe that effective instruction means showing students where to look while allowing them the freedom to discover for themselves. My philosophy is rooted in the idea that while mathematical content remains constant, our approaches to teaching it must be flexible and adaptive to meet the diverse needs of our students. Early on, I learned that maintaining rigid, one-size-fits-all plans was less effective than tailoring lessons to each class’s unique pace and background. I strive to know my students well—understanding their prior experiences, strengths, and challenges—so I can scaffold lessons that empower them to truly understand and apply mathematical concepts.

I also believe that timely, relevant feedback is essential for fostering deep learning. Depending on the course, in some I utilize online platforms that allow students multiple attempts and immediate feedback, while in others I carefully select assignments to evaluate both accuracy and effort. This approach not only helps students identify areas needing improvement but also supports the development of self-regulation, ensuring they are aware of their own learning progress.

Beyond content delivery and assessment, I prioritize creating a classroom environment founded on respect, organization, and accountability. I work hard to build an inclusive space where students feel comfortable seeking help, expressing themselves, and growing both mathematically and personally. I am always willing to adapt my teaching methods to ensure every student has the opportunity to succeed. Ultimately, I believe that students don’t care how much you know until they know how much you care, and I strive every day to demonstrate that genuine commitment in my teaching.