As an educator, I aim to build a learning community in which I am also actively learning. I prefer place-based, experiential learning that allows room for following the child's passions. I believe students thrive when given clear boundaries and expectations, yet are empowered to explore and follow their individual passions autonomously within those boundaries while having encouraging support. When I taught phenology at H.J Andrews Forest, I practice this by delivering expectations and instructions for our phenophase sketching activity and outlining where the boundaries are on the trail, and then allowing them the autonomy to make observations and sketches on their own while I periodically check in for support. Giving clear boundaries and expectations gives the students a helpful framework that reduces anxiety, confusion and makes it easier to stay on task. Allowing them autonomy within those boundaries gives them space to grow confidence in their abilities by feeling successful in the work they completed independently and they almost always have something unique to report back on. I support social-emotional learning by meeting students where they are and pushing them to think of the effect their actions have on the world around them. For example, after a few 7th graders were punished for using some derogatory terms to describe a group of people, I used it as an opportunity to further their social-emotional learning by giving a talk to the class about how we are connected and the effects our positive and negative choices will have on others as well as shouting out some students that showed positive examples of what taking care of each other looks like. Moments like this allow the students to learn about their behavior in a deeper, meaningful way and promoted an intrinsic want to be aware of their actions and decision-making. I am passionate about teaching because I believe education is our strongest tool for a successful society. I want to guide youth to become resilient, confident, critical thinkers, and lifelong learners.