Times are rapidly evolving, seemingly before our eyes—on a multitude of fronts and in diverse and dynamic ways. Students and educators alike must contend with these phenomena and grapple with the reality of the current shifting social-political landscape in our era. In classrooms, I believe this means creating spaces where students and teachers can push their boundaries while learning to contend with a reality where the boundaries between an illusive online and the authentic person are blurred. In this whirlwind, I find myself compelled to hit pause and embark on an introspective journey regarding who I am as an educator. Who am I really... and why do I possess this fervent desire to continue pursuing this noble yet often daunting career? These questions have often echoed within me, but recently, they were amplified after reading Adam Grant’s Think Again. Navigating our current landscape, peppered with potholes and polarized public opinions, Grant's thesis about rethinking resonated strongly— particularly as a public educator; it is essential that we model the skills that will effectively guide us to be our best selves and thereby, nudging our societal pendulum more towards equity. This is where I mentor from—from a place of grace, humility, and authenticity. It is from here that I approach teaching; starting with myself, rooting my agency and from a place of grace and humility, I begin my work where I believe I most effectively lead my scholars to develop into who they will one day become.As educational leaders, it is incumbent upon us to guide our scholars to embrace their individuality and empower them to navigate the complexities of our contemporary society with confidence and integrity. So from here, I again recall Adam Grant, prompting me to think again, asking me how, in this new landscape, rife with vicissitudes and yet-to-be-imagined potholes, am I to reflect on myself— I press pause—I breathe—I let the world spin around me so that I can center and enter the classroom with authenticity so I may effectively lead our students to a more equitable and fruitful posterity.