If you happen to be in one of my courses, you'll quickly realize my ultimate goal is less about what you learn, and more about how you learn to think. I care that students learn how to read between the lines in a dense textbook. I want autonomous graduate capable of engaging with research and better communicators of mathematics.

The word for "student" in my native Arabic is "seeker" , as in seeker of knowledge (talib al ilm طالب العلم). The student needs to have the "will", and where there is will, there is a way. I also believe, like László said, that "geniuses are made not born" .

More beliefs:

1. Less can be more. Teaching few foundational topics with ample practice, particularly in introductory courses, is often more effective than trying to cover numerous topics.

2. It is OK to be slow. It is crucial to identify and address any gaps in the assumed background knowledge. A subject can seem more challenging than it truly is if the foundational understanding is weak. Fortunately, bridging the gaps is often not so demanding.

3. Proper communication, particularly in writing, is no less important than mastering the technical fundamentals of a subject. The first step in solving a problem is articulating it clearly.

4. Teaching to solve problems is education of the will — George Pólya.