When it comes to teaching, my mission is to help foster student development and personal growth. This is motivated from my own struggles in the education system growing up. Above all else, I want my students to feel supported, especially neurodivergent students who may feel like the system is working against them, and feel like they’re learning skills that can be applied to their own lives. I work to encourage problem solving for academically rigorous content and interpersonal conflict, provide technical skills and learning outside of the traditional classroom walls, and encourage students’ passions as a powerful tool for getting them engaged. Whether it’s through art or finding an interest in history or science, I’ve found that students participate more readily and demonstrate improved retention of knowledge when they are able to tie in an area of personal interest into their lessons. Everyone learns differently, and while a student might not engage with an activity the same way as others, I’ve found that doesn’t necessarily mean that they aren’t learning. For example, when learning about geography, one student seemed uninterested with a mapping activity. After finding out about his interest in math, he was able to engage through calculating the total distances the birds travel during their migration and learned the geographical terms the lesson focused on. The ability to work in students’ personal passions into lessons is a skill that is especially important when working with neurodiverse students, as it can sometimes be difficult for students with neurodiversity like ADHD and autism to engage in subject matter unrelated to their hyperfixations or special interests. This also allows us as instructors to learn from the knowledge students are bringing with them from previous experiences. This knowledge should be seen as valuable and can help enhance lessons going forward.