Why I Teach the Way I Do

I do not approach teaching as a matter of classroom control or performance management. My primary concern is not whether a class appears orderly, but whether learning can genuinely take place over time.

I believe that learning does not begin with content. It begins with safety, with trust in the instructor, and with a classroom environment in which students are allowed to make mistakes without fear of judgment. Much of the labor required to create such an environment is difficult to measure. It rarely appears in formal metrics or evaluations. However, this labor often determines whether learning actually happens at all.

My teaching is guided by a long-term view. I am less interested in immediate compliance or short-term performance, and more invested in the conditions that allow students to remain engaged, curious, and willing to learn beyond a single course.

Accountability Without Shame

Moments of disruption in the classroom are often treated as behavioral or disciplinary problems. I approach them differently.

When a student arrives late, I do not view this as a moral failure. At the same time, commitments and trust deserve to be taken seriously. Rather than shaming the student, I invite reflection. I ask them to consider what it means to be reliable, and how one’s actions affect a shared learning environment.

How an instructor responds in these moments matters. Students either learn to operate defensively, or they learn to take responsibility without fear. I approach moments like tardiness not as behavioral disruptions, but as opportunities to model accountability without shame. This distinction has lasting implications for how students relate to authority, responsibility, and learning itself.

Anxiety, Comparison, and Heritage Learners

Anxiety and self-doubt are especially common in language classrooms, where students are constantly comparing their abilities to those of others. This dynamic can be particularly difficult for heritage speakers.

Heritage learners are often grouped together, but their linguistic experiences vary widely depending on home language use, exposure, and personal history. In these classrooms, comparison can become especially damaging. Students may interpret difficulty as personal failure rather than as a natural result of uneven exposure.

In my teaching, I work to separate identity labels from proficiency judgments. I name these differences explicitly and normalize moments of confusion or struggle. By addressing anxiety directly, I am not diverting from instruction. I am making instruction possible. When students are released from comparison and shame, they are able to reenter the learning process with curiosity rather than fear.

Why Invisible Teaching Labor Matters

Much of what I describe here does not register in current teaching metrics. Emotional safety, trust building, and ethical modeling are difficult to quantify, and their effects rarely appear immediately in grades or evaluations.

However, these practices shape whether students are able to sustain learning over time. Education does not end at the classroom door, and its most meaningful effects often emerge long after a course has concluded. What students carry with them beyond my classroom matters as much as what they learn in it.