For example, rather than simply telling my students that high-energy marine environments create coarse-grained rocks and low-energy marine environment create fine-grained rocks, my students will complete an assignment where they describe rock samples that were formed by different environments and make conclusions about the correlation between grain size, texture, composition, and the environment. This framework not only facilitates investment in their own learning experience, but it helps them retain information better and develop critical analysis skills.  

I seek to develop a sense of community in the classroom, where collaboration and mutual respect are foundational. I foster this community through group discussions, peer feedback, and projects that encourage students to work together, share ideas, and learn from each other. As we engage in this collaborative process, I aim to promote not just intellectual development, but also social-emotional growth that will serve students both in and outside the classroom. 

My teaching philosophy is underpinned by the principles of accessibility and inclusivity. I believe in designing learning experiences that are flexible, accommodating diverse learning needs, and offering multiple pathways for students to succeed. This approach ensures that all students—regardless of their background, abilities, or prior experiences—can engage meaningfully with the content. I am committed to creating a classroom environment where each student feels supported and valued, and where their unique perspectives can enrich the learning process.