I learned because other people made time for my questions. Guiding juniors is one way I try to continue that support.
I have helped students work through electronics and robotics projects, shared practical sessions, and encouraged them to use the laboratory. The aim is not to do the work for them, but to help them become comfortable asking questions, trying something and understanding what happened.
Some of those students now help their own juniors. Seeing that chain continue is one of the outcomes I value most. A project can finish; the ability to learn and support someone else can keep growing.
I began as the student asking questions. Over time, I found myself helping juniors with their circuits, projects and first attempts at research. Some now guide their own juniors. That continuing chain matters to me: the work is not only what I build, but also what other people become able to build.