Hello. I'm a science instructor who leverages my experience as a PhD in science, having conducted research at universities and companies, to help children discover the joy of learning. What I value most is not simply teaching knowledge, but rather helping children experience the fun of thinking, experimenting, and discovering for themselves. Science isn't a subject where you memorize correct answers. It starts with small curiosities like, "Why?" "I want to try!" The process of making predictions, experimenting, thinking, and trying again is what I believe true learning is. In my lessons, I emphasize experiences that transform "Wow!" into "Aha!" through experiments and observations using everyday materials. Even if the results differ from expectations, it's not a failure, but a new discovery. I strive to create an atmosphere where children feel safe and comfortable trying new things. On the other hand, what I truly want to cultivate isn't just scientific knowledge. Each child has different "likes," "strengths," and "passions." For example, some children enjoy observation. Some children excel at crafts. Some children enjoy explaining things to their friends. Some children repeatedly ask "why?" These differences are what make each child unique, and I believe they are the seeds of their future strengths. That's why, even in lessons, I don't just end with "That was fun," but instead I value dialogue such as: "What did you enjoy the most?" "What excited you?" "What would you like to try next?" It's not just about acquiring knowledge; it's about discovering one's own interests and preferred learning styles. I believe this leads to self-understanding and the ability to continue learning independently. Furthermore, while incorporating learning from StrengthsFinder (CliftonStrengths) and coaching, I value the idea that "everyone is different" and "everyone has their own unique way of learning." More than whether a child is good or bad at studying, I believe that discovering together "what motivates them" "what they can become engrossed in" is the first step in fostering children's self-esteem and initiative. As a researcher, mother, and educator, I've witnessed countless instances where "what you discover through experimentation is more memorable than being given the correct answer." That's why, in my lessons, I prioritize "time for children to think, discuss, and experiment" over "time for the teacher to instruct." I want to create a learning environment where children naturally feel, "I want to learn more because it's interesting!" rather than "I have to work hard because it's studying." Children who love science are welcome, of course, but so are those who "struggle a little with science but love experiments," "find it difficult to ask questions at school," or "want to discover what they love." We value each child's desire to "try," and provide a time where they can learn and grow in their own way.