At the heart of my teaching philosophy is the belief that learning is a collaborative, engaged process built on mutual respect, curiosity, and fun. I view teaching not as a one-way transfer of knowledge, but as a dialogue where both instructor and students learn, grow, and question together. My goal as a teacher is to create an environment where students feel safe to take risks. I strive to design classrooms where questions are valued as much as answers, and where students of all backgrounds can see themselves as capable, critical thinkers. This starts with knowing my students, not just their academic achievements, but their interests, identities, and stories. When students feel seen and heard, they are more willing to engage fully. My teaching is grounded in active, student-centered learning. Rather than long lectures, I prefer discussions, problem-solving activities, and confidence-building questions that allow students to apply concepts to real-life scenarios. For example, in a recent first-grade field trip, my team designed an activity where students took on the role of scientists to collect data about the ecology around them, drawing connections between what they saw and the seasons. This activity gives students ownership of their learning, showing that observations are important evidence. My teaching is also guided by the principle that personal stories and connections are valuable, they should be treated as forms of scientific evidence. I work to welcome stories and passions as necessary steps toward learning. In my classroom, the goal is to support the future change-makers of the world, giving them the knowledge to use for action. When a student shares a story of the pregnant squirrel she saw in her backyard that morning, I model connecting that scientific observation as evidence to the lesson we are learning together. I also ask guiding questions about their observations to spark curiosity and wonderings. Underlying all my teaching is a commitment to equity and inclusion. I am constantly learning how to better support diverse learners by changing my instructional methods, using visuals, modeling, discussions, and hands-on activities to meet different needs. I also incorporate knowledge and examples that reflect a wide range of voices and perspectives, helping students connect their learning to the wider world. I believe that great teachers are, most importantly, reflective. After each instruction, I request feedback from peer educators and mentors and carefully review it alongside my own observations. I ask myself: What worked? What didn’t? How can I improve? Ultimately, I teach because I believe education is generative, not just for individuals, but for communities. Every time a student thinks more deeply, questions more bravely, or imagines a new possibility, I am proud of the work they do and eager to see the change they create.