I use a wide variety of visual aids to help explain important principles, concepts, and processes. For example, I use demonstrations, experiments, physical objects (rocks and sand samples), slides from localities worldwide, films and videos, my own home-made videotapes, overhead projections, and maps. The visual aids are a key component of my classes which students remember long after the course is over.

I stress relevance of course information to my students' lives. I try to show students why the course information is important to learn. I strive to create meaningful analogies so that my students can relate newly learned information to existing knowledge.

I take a personal interest in the progress of students in my classes. I have a great deal of respect for my students and the sacrifices they make to attend school. I learn students' names, emphasize study skills, and encourage in-class questions. Every one and every point of view is welcome in my classes.

I am always experimenting with new instructional techniques to enable my students to succeed. Often I abandon the traditional teacher-lecturer format in favor of a more student-directed critical thinking approach. I frequently split the class into small groups to do problem-solving activities. I try to incorporate the use of new technology into my classes.

I have worldwide travel experiences to share with my students to illustrate that science is (literally) all around us. I also try to show how interesting science can be.

My classes are rigorous but fair, and I expect a lot from my students. I give exams that require not just regurgitation of facts, but the ability to apply several pieces of information to arrive at a logical conclusion. In constructing exams and class projects, my goal is to encourage students to think for themselves.

 Finally, I use my sense of humor to make my classes interesting and to keep my students' attention.