This summer I stepped into teaching a little early — as a TA for General Chemistry Laboratory II under the direction of Prof. Bretta King. I only had one section, but we met three times a week for three‑hour experiment blocks over the course of three weeks. The rhythm was fast, focused, and a whole lot of fun.

What surprised me most was how quickly the class became a community. I loved being the class’s go‑to person for different academic needs—whether that meant clarifying a concept mid‑experiment, talking through data, or just helping someone find their footing in a tricky experiment. The pace left no room for coasting; every session asked me to explain ideas in more than one way and to meet students where they were.

Because the course moved so quickly, growth was visible in real time. On day one, questions were tentative. By the final week, students were anticipating sources of error, defending their choices, and connecting results back to underlying theory. Watching that confidence build was the best part of the job.

Personally, I learned to listen first, guide second. I learned to trade perfect lectures for timely questions. And I learned that a calm presence in the room matters as much as any clever explanation. Starting a semester early gave me space to practice all of that without the noise of a full academic term, and I’m grateful for it.

I’m excited to carry this momentum forward—more patient, more prepared, and more convinced than ever that learning accelerates when we experiment together.