Over the past three years, my teaching has evolved from building stability to cultivating curiosity.
At first, I focused on clarity, fairness, and accessibility—ensuring that students knew what to expect and how they would be supported.
That structure gave my classes rhythm and reliability, but I later realized that true learning also depends on moments of uncertainty—spaces where reasoning, prediction, and dialogue emerge naturally.

This insight reshaped how I design and deliver instruction. I began incorporating short reasoning prompts, student comparisons under the document camera, and quick demonstrations that invite prediction and discussion. These simple shifts made classroom thinking more visible and participation more authentic, without sacrificing organization or pacing.

Technology, too, has moved through a similar cycle. After establishing dependable systems through Canvas, Zoom, and lab videos, I reached a point of equilibrium where the digital environment simply worked. Now, I am gradually testing new tools—MyOpenMath, Plickers, Playlab—not to overhaul what exists but to extend feedback and engagement in thoughtful ways.

Looking across these areas, I see reflection as no longer a separate step at the end of teaching, but an ongoing design principle. Observation leads to adjustment, adjustment to insight, and insight back to reflection.
This continuous loop keeps my teaching steady yet responsive—anchored in structure, but always in motion.