 What I really like about teaching is being able to introduce to students the stuff that they take for granted in regards to cognition and psychology. I really like discussion, I like students to interact with me, to ask me questions, to challenge me. So I pose questions to them all the time and force them to respond to me that they get nothing until they do. When they do, the more that you ask the questions, the more they do respond to you. How are you going to do that? How are you going to do it? Tell me about it. What can we do to do this study? You get a sense that she really values students' input into lectures and you get a sense that she actually really enjoys not only lecturing the subject area but also just teaching itself. I get a real thrill out of introducing to students things that they take for granted. So the sort of research that I do is the brain. What is it about? What is it about different parts of the brain that go ping when we do things? When I move my hands around and I speak, what is my brain doing in order to do these things? What I really like about teaching is being able to introduce to students the stuff that they take for granted in regards to cognition and psychology. Forcing to think about things, forcing to think about the things like the mundane and the everyday, whether that's tension or memory or reading. Reading is one of the classic examples and I'll get them to turn to each other and to read and watch their eyes moving. Because your eyes don't just move across the page, they make these little surgery movements across the page. And when the eyes make those little jumps, every time they jump, every time they stop, they stop for about 150 milliseconds. And it's that 150 milliseconds that the brain is doing everything that we need to read. Everything she said in those initial weeks, she just wrote down to her. Ferroce said, wow, this subject of psychology is a really interesting thing. That really just got us passionate. She always picked the craziest, the most fun example possible. And that also translated into the labs as well. She really constructs the labs in a way that we're very interactive. Making students think about the things that they take for granted about their behaviour in the brain. Not only that, but also just making them think about, well, encourage them to think about the science that I'm exposing them to or talking to them about. Making students think about the things that they take for granted about their behaviour in the brain. I'm just really passionate about opening up a world to students.