I strive to be an excellent teacher who helps students in their process of self-discovery by providing structure and opportunities for self-reflection and revision. I seek to create an egalitarian and nurturing community in each class meeting, where students know that they are valued, value that cannot be diminished by a grade. To stimulate intellectual development, I accept that I cannot teach everything about a subject and that more information does not equal more learning. Instead I let the course objectives guide my selections and determine what content best relates to the learning goals. I categorize the content in order of importance and when needed, consult with other experts in teaching and my field. I ask myself: Will this help students meet the course objectives? Is this must know, foundational knowledge that needs to be repeated, or only interesting once in a while information? Above all, I have learned to be flexible in my agendas, allowing student need to decide what we do each class hour. I attempt to introduce information in a new way each class, and challenge students to be active thinkers and participants in the class through experimentation, inventiveness, and taking chances. I have found that learning works best when it is seen as applicable to the real world and assessed by measurable outcomes. Therefore, I scaffold coursework so students are learning the basics before they take on more complicated assignments and include real-world scenarios and application of the material. Sometimes this includes requiring students to submit original work to a publication or to participate in service projects outside of the classroom. I often ask the students to reflect on what they’ve learned already, and how that can be best applied to their present assignment. I also make course learning objectives part of each assignment rubric, reinforcing how each objective is met and measured. In building rapport with students, I model respect. I have experienced students who seem apathetic towards completing coursework and participating, or unaware that others are affected by their actions. I have approached these challenges in a variety of ways by requiring students to compose and sign course contracts, and by giving a buy-in at the beginning of the class hour where students present questions they hope to have answered by the end of our time. As often as needed, I put it back to the students that in the classroom and beyond as active participants in many communities, learning is their responsibility. I will provide additional work for students who want it, and seek to engage even the most disinterested student by giving her or him a task. I stress to students that I am a resource and available outside of the classroom as well. Helping students form ideas and discover their voices is deeply gratifying; it is the answer to why I teach.