I see myself as a student first, teacher second. When I stand at the front of a classroom or sit down in a one-on-one tutoring session, I explain to my students that I am a student just like them. The main difference between us is that I have [most likely] spent more time studying and developing within the discipline that I can confidently share what I have learned. I expect the respect of someone who has developed a degree of expertise; however, I am very clear that I do not pretend to have all the answers. It has been a privilege for me to have worked with a diverse group of international students. Throughout the years my students have often introduced me to new ideas and information which have altered or even helped shape my worldview. Clearly, the exchange of knowledge is a two-way street – just five or six lanes in one direction and one or two in the other direction.

The name of the game for me when it comes to education is empowerment. I encourage my students to challenge me, because I have the confidence to defend my position as well as admit when I am wrong or when I do not have the answer. Unfortunately, it is the culture in many universities, particularly here in Asia, that professors do not permit students to question or challenge them. This is, in my view, suggestive of insecurity and hints at deeper institutional issues that are about control, obedience, and submissiveness. I am not interested in simply training the next generation of technocrats who are just smart enough to operate the machines, but not inquisitive enough to question the integrity or function of the machine and what they are contributing to. I do not want to be seen as an antagonist acting as a barrier to credentials; I want to be an ally or guide who helps students develop the self-confidence to take on challenges themselves and succeed. I am leader, not a servant of the establishment.

Grades are one of the biggest barriers to learning and skill development.

Why I became a teacher and why it is my passion.