Why I teach.

I spent most of my own schooling convinced I'd never amount to much. That's the whole reason I'm in a classroom: no child of mine leaves believing their potential has a ceiling.

I came the long way round — youth work, camps, a theology degree, seven years pastoring, and only then a classroom of my own. Beijing since 2020; Grade 3 these days. None of it was a detour.

Every one of those roles was a teaching job wearing a different name, and every one of them was a leading job too. That is not a coincidence I noticed afterwards — it's why I went into the classroom full-time. I wanted the teaching to be the whole job rather than the part I fitted around everything else.

I'm a practical, mechanical person — motocross bikes, cars, engines, taken apart my whole life to see how they work. It shows in how I plan, how I read data and how my room runs. And children who don't think of themselves as academic often find their way in through things that come apart and go back together.