Teaching as a Journey of Exploration and Storytelling

I believe students learn science best when they can connect it to their lives, identities, interests, communities, and future goals.

For me, science education is not simply about mastering a collection of facts. It is about learning to ask questions, make connections, evaluate evidence, communicate ideas, and see yourself as someone capable of participating in science.

I design learning experiences grounded in inquiry, relationships, reflection, and authentic scientific practice. I want students to recognize that the knowledge and experiences they already carry matter, and that becoming a scientist does not require leaving those parts of themselves at the classroom door.

I also believe learning should be fun.

Humor, creativity, popular culture, storytelling, and good vibes all have a place in rigorous science education. When students feel comfortable asking questions, making mistakes, trying something unfamiliar, or admitting that they do not understand something yet, learning becomes much more interesting.

“The journey to discovery is not a direct path, but a winding one. My hope is that students recognize that when we go forward in this expedition together, we can reach our destination.”

What Guides My Teaching

Curiosity Before Compliance

I want students asking “why?”, “how?”, and occasionally “wait…what?” Curiosity is not something I view as separate from rigorous learning; it is often where rigorous learning begins.

Relationships Matter

Students learn with and from other people. I intentionally build opportunities for conversation, collaboration, mentorship, and community because belonging is part of the learning environment, not an extra feature added afterward.

Students Bring Knowledge With Them

Culture, language, identity, work, hobbies, family, fandom, and previous educational experiences all shape how students encounter new ideas. I design opportunities for students to make those connections visible and use them as resources for learning.

Feedback Is Part of Learning

I see feedback as a conversation rather than a verdict. Reflection, revision, and productive struggle help students recognize that learning is something that develops over time.

Science Should Feel Possible

I want students to leave my classroom knowing more biology, but I also want them to leave more confident asking questions, seeking help, communicating science, and imagining themselves participating in scientific communities.