I have come to understand teaching as the intersection of seemingly opposing worlds. I have a background in anthropology, and mathematics, and I'm the son of immigrant parents. I have learned to balance the socially driven, human-centered lens of anthropology with the structured, logical rigor of mathematics. I am devoted to the struggles of the underrepresented, and I have learned to navigate systems in order to identify and collaborate with true advocates of equity and social justice. Through tutoring, mentoring, and teaching, I’ve found hope in classrooms led by deeply committed educators. These ideals form the foundation of my personal identity and guide my approach to helping others grow.

Teaching is an act of trust. I work with students who have begun to question the legitimacy of school—whose sense of success has become disconnected from the institution of formal education. Before I can support their academic growth, I must help re-legitimize the classroom in their eyes. I can only teach students who trust me enough to meet me halfway in building a foundation for their future.

Teaching is an act of social justice. As I shape a healthy and productive classroom culture, my focus remains on fostering both deep content exploration and the values of equity and community. As students begin developing their sense of self and searching for their place in the world, they engage in that exploration and community-building themselves. My intention is that students leave my classroom with a mindset that embraces mistakes as opportunities to learn, views collaboration as a vital tool for solving open-ended problems, and recognizes that individuals are accountable not only for themselves, but for the people who matter to them.

Teaching is a choice. At the end of the day, I teach because it makes a difference in the lives of people I care about. It is my choice to use my strengths in service of lifting others beyond what they thought possible.