I believe effective teaching, like effective science communication, is the practice of making complex ideas accessible, meaningful, and engaging without sacrificing rigor or accuracy. At its core, my approach to teaching is grounded in the conviction that learning is not about identifying who is “smart,” but about cultivating curiosity, confidence, and a sense of belonging in the learning process. Science—and education more broadly—should not feel intimidating or exclusive, but connected to students’ everyday experiences and ways of thinking.

I view the classroom as a collaborative space rather than a one-directional transfer of knowledge. I am not interested in positioning myself as the sole authority delivering information to passive learners. Instead, I see my role as a guide who helps students recognize that they already bring valuable knowledge, lived experience, and problem-solving skills into the room. Learning becomes most powerful when students see themselves as participants in the construction of understanding, rather than recipients of facts.

My teaching emphasizes framing science as a human, narrative-driven process. I use storytelling, metaphors, real-world examples, and interdisciplinary connections to ground abstract concepts in familiar contexts. Whether teaching biology, astronomy, or interdisciplinary STEM topics, I strive to show students that scientific thinking is not confined to laboratories or textbooks—it is embedded in art, identity, culture, and daily decision-making. By connecting content to students’ lives, I aim to lower barriers to engagement and increase both comprehension and retention.

Inclusivity and accessibility are central to my pedagogy. I design instruction with diverse learners in mind, recognizing that students differ in background knowledge, learning styles, language proficiency, and confidence. This includes being intentional about language and my own humility, offering multiple ways to engage with material, and creating opportunities for reflection, discussion, and peer learning. I believe students learn best when they feel seen, respected, and supported, and when mistakes are treated as a natural and valuable part of learning.

My teaching philosophy has evolved from seeing education as dissemination to understanding it as reflection. Much like science communication, teaching should function as a mirror—allowing students to see their own curiosity, reasoning, and growth reflected back to them. Success in my classroom is not measured solely by content mastery, but by whether students leave feeling more capable, more curious, and more willing to ask questions about the world around them.

Ultimately, my goal as an educator is to help students develop a sense of ownership over their learning. I want them to recognize that scientific thinking belongs to them, that curiosity is a skill they already possess, and that education is not something done to them, but something they actively shape. When students feel that sense of ownership, learning is effective and enduring.