The classroom is an ecosystem, full of diversity, interactions, and beauty. My role, as teacher, is as that of a scientist, continuously analyzing what makes an ideal environment and what keeps learning sustainable for all. I constantly reflect on how my actions affect the ecosystem, and how extraneous variables can be accounted for every day that affect the learning environment. Unlike the relationship of a traditional scientist to her environment, however, I am constantly participating in the interactions and form personal connections with students. There is a mutualism between teachers and students, teachers and teachers, and students and students, and it is my duty to determine, from evidence, how a fair relationship can be maintained in a classroom. I always provide the students with clear expectations, and make it known what they can expect from me at all times.
I am not only a scientist in the classroom, but outside of the classroom. Biology is my passion, and research is a way for me to be a student of the world. I apply the knowledge I get from this experience to the classroom, and see myself as, foremost, a person who has contagious passion. Students must see a worth in knowledge and a need for curiosity, and there is no better way than seeing their teacher enlivened by information, full of stories and excitement.
Just as scientists learn through inquiry, students do as well. It is important to me that students find the patterns in certain topics, and apply them to other related topics in biology. This makes learning more memorable, more full of responsibility, and more modern. In a world where access to information is a click away, it is crucial that students learn patterns and themes and see their interdisciplinary interactions rather than memorize facts.
I want to teach students in order to inspire them and show them that there is beauty constantly surrounding them, and within them. Understandably, not every student will be a scientist, but it is my goal that every student is scientifically literate. In a world where technology is inextricably linked to daily life, it is crucial that students know how to make political and personal decisions necessary to maintain happiness and health. Students are part of a social ecosystem in addition to a school ecosystem, and it is crucial that they are part of a sustainable relationship, in which they give back to the community. I want to inspire a generation of thinkers, some that think about scientific problems, all that think about patterns, and all that think about how their actions affect the biological and social community they are a part of. Another goal of mine is to reduce the stereotype of science as difficult because that scares people away from a subject which they could excel in. I want to show students, through inquiry and history, that scientific knowledge is achieved from observation and experimentation, and that anyone is capable of it if the interest is there.
Just as it is important for students to think and reflect on how their interactions affect ecosystems, it is crucial for teachers to do the same. Everyday the teacher/scientist must reflect on the success of a lesson and take into consideration variables, such as diversity, previous knowledge, and classroom environment in order to improve a lesson. Just as ecosystems are in constant flux, evolving over time, classrooms are never static and it is the role of the teacher to keep up with the times and be open to reflection and change, because with change often comes progress.