It is widely understood that asking questions and seeking help sparks learning and possibility — particularly in a rigorous course. But the person you are approaching can change a lot about how students confront their own struggles. In AP classes like AP Calculus AB, one expects rigor, challenge, stress, and pressure. Yet the comfort and support a student feels while battling those things can shift their entire trajectory. When a classroom feels threatening, the brain moves away from focus and thriving and toward survival; hitting deadlines, getting the highest grade. Alex Zaboukos ’26 put it plainly: “The relationship with the teacher affects how well I do and makes me feel safe to ask questions.”
Chen’s AP Calculus AB class is a model of how a reciprocal student-teacher relationship allows both parties to thrive. On his end, he focuses on balancing accountability with support. Students are still expected to put in the effort, but he wants to “foster understanding — like, you’ve got this. We’re in this together.” Zaboukos noticed the difference: “He’s not wasting my time. He’s condensed the lectures to give the best information.”
The key is making learning accessible. Chen anticipates where students will get stuck and breaks material down before confusion sets in. Many students avoid asking questions out of fear of judgment or anxiety about disrupting class — a snowball effect that leaves gaps in understanding and sends students searching online watching videos or using ai for answers instead. Chen makes sure that never happens. “I know for a fact every student wants to learn,” he said. “My job is to foster that relationship, so they feel like the work is understandable even if that means we pause for two minutes for an explanation.”
He also encourages struggle rather than fearing it. Difficulty is not a sign of failure but, as he puts it, “it doesn’t have to be a lonely journey.” Teachers who acknowledge that students carry a lot outside the classroom make it easier for goals to actually get reached. As Zaboukos recalled Chen’s earliest messaging: “From the beginning of the year, the point of the class was so clearly established. It’s to reach our goals.”
