How I think about teaching, knowledge,and the systems shaping both.

My foundation in psychology initially drew me toward behaviourism and its empirical account of learning. That lens remains useful, but it cannot explain the whole learner. My philosophy expanded to include cognitive development, social constructivism, humanistic education, and critical pedagogy.

I understand students as active, self-determining participants in their education. Their prior knowledge is not an obstacle to instruction; it is the material from which meaningful learning begins. Inclusion therefore requires more than access. It requires teaching that can respond to different histories, strengths, needs, and ways of making sense.

In practice, I move between directive and non-directive teaching. Some moments call for clear modelling, feedback, and structure. Others call for inquiry, dialogue, and productive autonomy. The responsibility of the educator is to judge which form of support enables the learner to move forward.