My approach to teaching is deeply rooted in the belief that meaningful learning happens at the intersection of culture, nature, and personal connection. Growing up between Kenya and later studying in Oregon, I've witnessed how environmental education transcends geographical boundaries while simultaneously being enriched by local ecological knowledge. This cross-cultural perspective forms the foundation of my teaching philosophy. I believe effective environmental education must be experiential and place-based. So far with my work with Wild Wanderers at Lane County Elementary schools and Mt. Pisgah Arboretum, I observed how second graders develop profound connections to nature through sensory engagement rather than abstract concepts. When students used their senses to explore, like using deer ears to hear birds or participating in nature journals, their curiosity ignited naturally. This reinforced my conviction that students learn best when actively participating in their environment rather than passively receiving information. Cultural awareness and inclusivity are central to my teaching methods. My multilingual background (English, Swahili, Gujarati) has taught me that environmental knowledge is culturally situated. When teaching, I deliberately incorporate diverse perspectives, recognizing that students come with varied relationships to nature shaped by their cultural backgrounds. During field trips, I encourage students to share their family's environmental practices, creating space for knowledge exchange that honors different ways of knowing. My teaching is guided by three core values: compassion, curiosity, and community. Compassion creates a safe learning environment where students feel valued and supported. Curiosity from both myself and my students fuels exploration and drives deeper understanding. Community emphasizes our collective responsibility toward each other and our environment. I've implemented these values through collaborative activities like nature scavenger hunts that require students to work together, fostering both ecological knowledge and social skills. Looking forward, I am committed to continual growth as an educator. Feedback from my team members has helped me recognize my strength in building rapport with young learners, while also highlighting my need to develop more structured questioning techniques. I actively seek opportunities to improve, whether through formal training or reflective practice after each teaching experience. Ultimately, I aspire to be an educator who empowers students to see themselves as caretakers of their natural world. By blending my international environmental perspective with student-centered, experiential teaching methods, I aim to cultivate the next generation of environmentally conscious global citizens who understand that caring for our planet begins with caring for our local places.