Teaching lies at the heart of my academic philosophy, recognizing the transformative power of education. When I teach, I see myself as a speech and language coach, creating and maintaining an active learning environment where students feel supported and encouraged. I design exercises and practices that are scaffolded to guide students from understanding fundamental concepts to applying their knowledge in clinical settings. I aim to ensure that students grasp what they are learning and understand why it matters and how to approach it in real-world applications. With high professional expectations, I challenge my students to strive for excellence in clinical service delivery, focusing on evidence-based practices and deepening their understanding of individuals who stutter, those with speech-language-learning disorders, and those from multicultural or neurodiverse backgrounds. As informed by Vygotsky's concept of the "zone of proximal development," scaffolding is central to my teaching approach. I support learners by helping them accomplish tasks that would otherwise be out of reach, creating a meaningful and collaborative learning environment. By embedding routines and skills into relevant contexts, I ensure that learning is purposeful and engaging, enabling students to internalize and generalize new knowledge. My dedication to diversity, equity, and inclusion (DEI) pedagogy, integrated throughout my courses, further reflects my commitment to fostering inclusive learning environments. Ultimately, scaffolding prepares students for independent success as they gradually assume control over their learning and professional application of skills.