I believe that education should not be rote based unless and until it is scientific or specific. (For example: Sections of law, name of medicine) Even for rote based learning, conceptualization and visualization of the subject matter is a must. Practical learning is always an added point for conceptualization. In the Nepalese context, it might not always be possible to ensure project based or practical learning. Whatever the case, it is possible to ensure practice. I believe that instead of rotting anything, repeated reading and writing practice helps us grasp the subject matter more. Relationship building between teacher and learner is also a must for enhanced learning. Psychologically safe environment where open sharing, questioning is promoted makes learning fun. I as a student, used to fear questioning by the fear of judgment or being questioned. This can hinder the growth and potential of a student and needs to be taken into consideration by educators. Student engagement is also crucial in learning. The emotional, mental and physical state of the student highly determines the capacity to learn. This should be carefully observed and catered by educators. Students need to be capable of sharing their state and be honest with the educator and vice versa. Contextual understanding of the psychology of students (the kind of engagement and involvements they enjoy and follow) can also allow teachers to create a bond with students that can enable transparency. It is crucial for students to understand why they are learning what they are learning. This clear communication is also a key to bring students on board. I believe that every individual has their own way of learning and conceptualizing. My philosophy of education directs me to understand this and encourage every student to learn in their own way instead of discouraging them. In addition to this, learning should develop interest and instill passion in students. Via holistic learning, students are capable to identify their interest and dive deeper into their area of interest. My philosophy of education directs me to reflect, make implications and inculcate discussions and pro activeness in students that instill passion and openness. I think that the world needs dynamic candidates who justify the saying, “A jack of all trades is a master of none, but oftentimes better than a master of one.” In order to groom students for the real world, it can sometimes be crucial to use prescriptive approach. Having said that, while fitting an individual to the pre-conceived notion of society, it is equally important to let an individual explore and grow on their own. A completely prescriptive approach can make students lost in a group/crowd. This is where the descriptive approach comes in play. By prescribing the absolute needed, the students have their basics correct. Now, via letting students explore and engage with their surroundings, they can create their own identity. My philosophy of education is a blend of prescriptive and descriptive approach with prescriptive being the dominant one. I also believe the prescriptive and descriptive approaches need to be practiced in cohesion according to the need and situation. Another key change that I try to bring in a classroom setting as an educational leader is the encouragement of exploration. Instead of segregating anything as completely black and white, possible outcomes are always welcomed. This is not possible for universally true subject matters that include scientific, mathematical, and statistical data. However, I believe that it provides students with skills that make them life-long learners. Thus, I believe in facilitating exploration, self-awareness, and social awareness and my philosophy of education has a blended/hybrid or eclectic pedagogy in practice.