I teach computer science. The real subject is thinking.

Students should leave class more dangerous, in a good way

Code is useful because the feedback is instant and honest. The computer does exactly what you told it, not what you meant. That makes it a great place to practice precision, patience, and thinking more carefully.

But I also care about the layer underneath the code. Identity. Assumptions. What knowing actually means. How to hold a belief without becoming its prisoner. Those questions matter to me, so they end up in the room.

I like watching something click for someone who thought they couldn't do it

I wasn't the kid gliding through school. That turned out to be useful. It made me better at explaining things in ways that actually land, because I had to fight for understanding myself.

Most of school trains kids to chase grades, comply, and move on. I hated that then. I still hate it. The kind of teaching I care about feels different. More alive. More honest. Built around real understanding, not performance.

I got my first taste of this teaching tennis at a Nike camp as a teenager. Watching someone improve at something, and feel it, hooked me.

Try. Fail. Notice what happened. Adjust. Go again.

That loop drives most of what I do. Video games figured this out decades ago. School mostly hasn't. Kids stay engaged when they can act, get feedback, revise, and see progress in real time.

I want students talking to each other. Explaining things to each other. Realizing that being useful to other people is a skill worth having. Sometimes the lesson is in the code. Sometimes it's in noticing what kind of teammate people actually want around.

• Hands on work, not long lectures
• One clear idea at a time
• Projects that feel real, not like busywork
• Space for actual questions and real conversation

I like things with depth

Strategy games. Lifting. Training my dog. Books that rearrange how I think. Projects that start ugly and slowly get less ugly. I'd rather build my own weird path than copy the obvious one. That shows up in games, in teaching, in how I think about most things.

• Strategy games and deep systems
• Fitness and lifting
• Books and podcasts that shift how I think
• Dog training and learning theory
• Making education feel more alive and less like a waiting room

Tools that help students make things, not just watch things

Most of my work right now sits at the intersection of teaching, AI, entrepreneurship, and building better experiences for students. I want class to be cleaner, smarter, more interactive, and more honest about what actually helps people learn.

When my students leave, I want them to have more than a grade. I want them to have proof to themselves that they can make things, solve problems, and build something they respect.