If you had asked me years ago how I felt about school, my response would have been less than enthusiastic. School was not a place of excitement for me; in fact, it was a struggle to stay engaged unless something truly piqued my interest. I was academically ahead, yet the challenge of schoolwork failed to hold my attention. But one particular experience stands out—a moment that, while negative, has profoundly shaped how I approach teaching today.

As a child, I remember the routine of walking up to the board in math class, as we all did back then, to solve problems on the board in front of everyone. It was during these horrifying moments that my teacher would consistently and publicly point out that I was “doing it wrong.” My mistake? I wrote my numbers from right to left instead of the conventional left to right. This was never a conscious choice, just the way my brain processed numbers. And yet, rather than guiding me with understanding, my teacher reinforced that my way was incorrect, making me feel abnormal.

At the time, I didn’t see the issue—after all, my numbers still appeared in the correct order. But that persistent criticism instilled a deep-seated fear of numbers in me, one that lingers even today. I avoid writing long numbers on the board whenever possible, a habit born from years of internalized anxiety. Looking back, I now recognize that this teacher’s approach was not only unhelpful but also harmful. However, in an odd way, I am grateful for the experience because it has given me a profound awareness of how students feel when they don’t fit the mold.

This awareness has become the foundation of my teaching philosophy. In my classroom, kindness is a rule, not a suggestion. I emphasize the importance of embracing differences because it is often those who think differently who drive innovation and progress. I want my students to feel seen, heard, and respected—not for how they conform, but for what they uniquely bring to the table.

Education should not be about forcing students into a singular mode of thinking; it should be about fostering creativity, curiosity, and confidence. My journey has taught me that learning is not about getting everything “right” but about discovering new ways of understanding the world. So, if a student in my class approaches a problem in an unconventional way, I celebrate it. Because breaking the mold isn’t a flaw—it’s the spark of something extraordinary.