At the heart of my teaching philosophy is the conviction that education is most powerful when it connects knowledge to lived experience, equipping students to navigate complexity with confidence and integrity. I see teaching not as the simple transfer of information but as the cultivation of curiosity, critical thinking, and resilience. In finance, especially, where decisions carry significant consequences, I believe students must leave the classroom with both technical proficiency and the judgment to apply it ethically.
I view every class as a community of learners. Each student arrives with a unique set of abilities, challenges, and cultural perspectives. Rather than expecting them to conform to a single model of learning, I believe it is my responsibility to create conditions that allow every student to thrive. This begins with accessibility: whether through structured lectures, interactive discussions, or hands-on projects, I seek to reach students with different learning styles. It also extends to cultivating an inclusive classroom culture where students feel respected, even when they struggle, and are encouraged to share perspectives that broaden the collective understanding of finance.
One of my most important teaching principles is networking and communication among students. All the methods I employ, from group projects to in-class discussions to the lighter antics I use to spark engagement, are ultimately designed to get students talking to one another. While understanding finance and solving problems are necessary, I believe the greater value lies in learning to “speak finance.” Being able to explain a concept clearly builds trust, and trust is the foundation of financial decision-making. Investors are willing to place one million dollars only if they trust the person presenting the numbers, not just the spreadsheet itself. My goal is to help students develop that ability.
My approach is deeply influenced by my coaching background, where the priority was always to maximize player touches and active participation, rather than relying on long lectures. In coaching, athletes learn best when they are constantly involved in the game, guided through discovery rather than being told every answer. I bring this same philosophy into my classroom. When I pose a question, I allow students between thirty seconds and three minutes to discuss it with their peers before calling on someone at random. The pressure not to look unprepared motivates them to collaborate, and in that collaboration, every student gets the chance to express themselves and “touch the ball.” This transforms passive listening into active engagement, where the entire class participates in reasoning, explaining, and questioning rather than only the one student who is called on. By adapting game-based, player-centered learning to finance, I maximize opportunities for students to practice communication, critical thinking, and confidence in speaking finance.
This philosophy shapes how I frame both challenges and opportunities for students. I tell them that if a concept comes easily, the best value they can add is to teach it to a peer. Reframing an idea in someone else’s words requires mastery and develops empathy, preparing them to work with clients and colleagues who may not share the same technical background. If the concept feels difficult, the most valuable step is to ask questions. Finance is inherently collaborative. Major deals often require dozens of firms, consultants, and specialists, and no single individual can possess all the necessary expertise. Learning to ask questions to understand is one of the most important professional habits they can develop. This is especially evident in macroeconomics, where public narratives can be distorted or manipulated. By learning to ask better questions, students develop resilience against misinformation and sharpen their ability to discern truth.
I believe that learning deepens when students are engaged as active participants. For this reason, I incorporate collaborative projects, case studies, and practical applications that connect finance theory to real-world decisions. These experiences help students see finance not as abstract formulas but as a set of tools for solving meaningful problems. When students discover that what they are learning has immediate relevance to their own lives and careers, they begin to see themselves as decision-makers rather than passive recipients of knowledge.
Central to my philosophy is the conviction that teaching is a relational process. The student–teacher relationship is built on trust, and I work intentionally to show my students that I value them as individuals. This belief is reflected in feedback I have received, including from graduating seniors who identified me as the “most significant, positive contribution to their education.” While I treasure recognitions such as being a finalist for the Outstanding Graduate Teaching Assistant Award, I believe my effectiveness stems from relationships built on respect and encouragement rather than authority alone.
I also see teaching as an act of stewardship. Students entrust me with their time and aspirations, and I have a responsibility to help them use their education to better themselves and their communities. In practice, this means holding students to high standards while supporting them through challenges, modeling both rigor and compassion. It also means showing students that finance is not just about maximizing profit, but about understanding risk, accountability, and the broader social contexts in which financial decisions occur.
Ultimately, I believe that teaching requires humility and a commitment to lifelong growth. Just as I expect students to engage in continuous learning, I seek to refine my own teaching through reflection, professional development, and responsiveness to student feedback. Each course I teach is an opportunity to adjust, improve, and renew my commitment to helping students succeed.
In summary, my philosophy is based on three core beliefs: that education is transformative when it engages students as whole persons, that inclusivity and accessibility are essential to genuine learning, and that finance must be taught not only as a technical discipline but also as a human one. Communication and trust are central to that vision. By grounding my teaching in these principles, I aim to prepare students not only to excel in their careers but also to navigate life with discernment, empathy, and integrity.