Engaging students and maintaining an inclusive, supportive classroom are central to my teaching philosophy. I believe that effective learning occurs when students feel motivated, challenged, and supported in equal measure. My teaching philosophy is inspired in part by Alfred North Whitehead’s concept of the “rhythm” of education – the idea that learning unfolds in a cycle of “romance, precision, and generalization”. In practice, this means I strive to first spark students’ curiosity and enthusiasm for a topic (the stage of romance), then guide them through the rigorous development of knowledge and skills (the stage of precision), and finally encourage them to synthesize and apply their learning to broader contexts (the stage of generalization). This framework reminds me to nurture each student’s natural curiosity and then channel it into precise understanding and critical thinking, culminating in the ability to see the “big picture.” By structuring my courses around this cycle, I cater to different learning stages and help every student – regardless of background or learning style – engage meaningfully with the material.