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Philosophy of Teaching

At the heart of my teaching is a belief that students grow where they feel like they belong. Every day they come into my classroom carrying things I can’t always see—stress from another class, pressure to be perfect, or worries from home. My hope is that when they enter my room, those pressures lighten rather than intensify.

I want my classroom to be a place where they feel seen as people first and students second. A place where it is ok to ask questions, to struggle, to laugh, and to try again. I want my classroom to be a space where rigor and kindness coexist and where curiosity is cultivated. Where students understand that a grade is feedback, not a definition, and that their value is never tied to a percentage in gradebook. A score can tell us what to work on next, but it will never tell me who they are or what they can accomplish.

Of course I want them to learn the science. I want them to understand the why behind a reaction and the purpose behind a protocol. But more than that, I want them to leave a little more sure of themselves. I want them to think, “That was hard… but I did it.” I want them to trust that they can step to a challenge and be capable of finding a solution.

That’s the legacy I hope to leave. Even if they don’t remember all the concepts we learned or the experiments we did, it is my hope that at least they remember that there was a teacher who was on their side. A teacher who pushed them, who believed in them, and who reminded them they were capable even when it was hard. If that’s the takeaway, then I feel that I did my job.

What is your message to fellow educators?

Thank you for the opportunity to speak today to such a magnificent group of teachers. I teach biotechnology, which I often say is the science of taking what we learn about the world around us and applying it to the questions we face. My hope is that today you will become biotechnologists of sorts, take something from what I say, and be able to apply it in your own classrooms.

Science offers amazing lessons that apply even to teaching. As part of their curriculum, my biotechnology students study microbiology. They must learn to cultivate bacteria —or, as my professor called them, “yeasty beasties” — though I know some of you may also use this as a nickname for your students; I’m referring to you, middle school teachers. To cultivate bacteria correctly, students must create the right environment by accounting for temperature, nutrients, and eliminating harmful contaminants. If done properly, microorganisms grow naturally. Similarly, when we create a safe, positive environment, students grow. As teachers, we have a unique opportunity to encourage these students in ways that others do not. Our position has power and, when we use that power to relate, connect, and support, growth follows naturally.

But how do we do this? How do we nurture a positive environment? It isn’t easy! Especially because we all have unique conditions that we deal with. Our classrooms, curriculum, and students all differ, but some principles hold true. We all share experiences that connect us. Allow me to test this. How many of you have an immune system that could probably take on the black plague because of how many illnesses your students have lovingly shared with you in your classroom? How many of you could be hired as technicians for the copy machine because you’ve had to fix it so many times? How many of you love summer and alone time while simultaneously miss the interactions with your students?

Just as we share experiences that connect us, we also have shared experiences with our students that allow us to relate and genuinely connect with them. I know this connection isn’t always easy. I didn’t say we always connect. Students can be illogical at times, and if I hear the term “6-7” one more time, I may break. But there are experiences we understand and connect with. May I offer a simple exercise that can help recognize those connections? Use a mantra. Find a saying that grounds you and helps you remember these are awesome, tiny humans who are still learning. A simple phrase like, “my calmness is contagious”, “they’re doing their best”, or if you are really at your wits' end, “this too shall pass”. My mantra is “just like me”.

I challenge you to try it. Find a phrase that helps you hold space, then use it. When a student struggles, relate, connect, and support. Daniel had a late night and is having a hard time paying attention in class, just like me. Sarah has exciting news that she wants to share it with everyone, just like me. Ben is overwhelmed with everything he has been asked to do, just like me. If we pause to connect, we see how much we share, creating room for kindness and understanding.

When we lead with this kind of empathy, we start to redefine what success looks like—not just for our students, but for ourselves. It’s no longer about test scores or perfect lessons; it’s about growth, understanding, and becoming better together. There’s a quote from one of my favorite TV shows, Ted Lasso, that captures this idea perfectly: “For me, success is not about the wins and losses. It's about helping these young fellas be the best versions of themselves on and off the field.” This is a philosophy I very much try to uphold in my classroom, and I believe it makes a difference.

You can create an environment where students can thrive. Set the tone. Build momentum. And when things get hard—and they will— relate, connect, and support. Remember that the students in front of you are growing, just like you are. That’s the beauty of what we do. We are cultivators of possibility. We create the conditions where learning and humanity intertwine. When we see our students “just like me,” we give them permission to grow, to fail, to try again, and to become their best selves—and maybe, in the process, we become a little more of our best selves too.