My approach to teaching is student-centered and inquiry-driven. I believe learning happens best when students actively engage with material through problem-solving, discussion, and real-world application. As an instructor, I see myself as a facilitator who guides students through difficult concepts, encourages questions, and creates a supportive environment where mistakes become learning opportunities. I prioritize clarity, empathy, and flexibility, recognizing that students bring diverse backgrounds and needs to the classroom.

In my teaching, educational technology serves primarily as a tool for visualization, self-paced practice, and equitable access to geology related concepts that students cannot always experience firsthand. As a TA, I currently use Canvas to post assignments, share materials, and communicate with students efficiently. To actively implement technology in my teaching, I plan to use interactive tools such as polling software (e.g. Kahoot or Poll Everywhere) to gauge student understanding in real time, collaborative documents (e.g. Google Docs) for group problem-solving sessions, and interactive 3D rock models (e.g., using Sketchfab or ThingLink) with embedded mineral identification quizzes, allowing students to practice identifying minerals in hand sample outside of lab hours. I also plan to use Google Earth Pro to identify geomorphic features, where students identify faults, drainage patterns, and other features from satellite imagery. While I am concerned about over-reliance on technology, including AI-driven plagiarism, I address this by designing assignments that emphasize process, critical thinking, and original work, so that technology remains a support, not a substitute, for learning.