Teaching Philosophy

I want students to leave my classroom seeing economics and  quantitative reasoning as something they can actually use, not just pass. Both can feel abstract fast, so I build in plenty of guided, hands-on practice rather than relying on lecture alone. 

I remain conscious of what it felt like to sit on the other side of the desk, uncertain whether a question was "worth" asking. This awareness shapes my approach to classroom instruction, and I make a deliberate effort to ensure students feel comfortable raising questions of any kind.