Today I talked to a childhood friend I was close to back when I lived in Singapore. We went to UWUC, a British school I attended eight years ago, and we hadn’t seen each other since second grade. Catching up felt strangely easy, we remembered old teachers and inside jokes that still made us laugh. UWUC was a school I really loved, and reconnecting brought all those warm memories rushing back. It made me realize how deeply our early environments and friendships shape us, even if we don’t notice it until much later.
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Today I started my morning by saying affirmations out loud. At first it felt unnatural, almost forced. But repeating phrases like “I’m focused” and “I can handle what comes today” made me feel more steady. I noticed I approached the rest of the day with more intention.
- 1 min read
Today I taught a classroom of 30 kids as part of my research comparing Project-Based Learning and Standards-Based Learning. The class included a few autistic students and several multilingual learners, and I had designed differentiated supports to help them engage meaningfully with the budgeting lesson. One student who rarely spoke raised his hand to share how he categorized his expenses, and another, who usually struggled with numbers, built a mock budget using visual aids I had prepared. Seeing them thrive with the right scaffolding reminded me that learning isn’t one-size-fits-all—and that when you build for the margins, you lift the center too.
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