Teaching Philosophy

In America, most students walk into an environment that looks almost the same as it has looked for the past 100 years. This is true for very few other areas outside of education. In order to prepare students for the demands of 21st century careers, education needs to change. We must empower our students to be curious and to be the drivers of learning. I do this by putting students' curiosity in the driver's seat through use of projects, phenomena, and collaborative learning structures.

Many students that have come through my classroom have informed me that they are "not good at science." However, when presented with an anchoring phenomenon or discrepant event, I always find that their curiosity is very much intact! Curiosity is critical to science, and using phenomena allows me to engage even the most reluctant scientist. For example, in Chemistry, I used precipitation reactions to teach solubility and properties of water. Students were surprised by the formation of a solid precipitate from the combination of two colorless liquids, and while initially they were daunted at the prospect of creating a model of the reaction, they rose to the challenge. Students who have historically not been successful in science and math might balk at a challenge, but I find that leveraging their curiosity and expressing faith in their ability to solve a problem allows them to persevere.

These same students are skeptical about other aspects of the science classroom, namely traditional tests. When I was teaching in person, I couldn't completely abandon tests - they are a necessary evil, and test-taking is a skill worth practicing for the SAT, college, and tradesperson exams. Their skepticism pushed me to find alternatives, which I did through Project-Based Learning. When students worked in collaborative groups to meet a shared goal, and were held accountable to this goal by presenting their work to a panel of experts, I saw a huge increase in engagement. Project Based Learning is yet another way for students to approach scientific learning in non-traditional ways, and provides an opportunity for them to learn they do have what it takes to be successful in science.

In the workforce we know that the ability to collaborate Is a critical 21st Century skill. Many teachers use this fact as their justification for group work when they meet resistance from their students. However, collaborative learning is a tool that can provide greater engagement and increased achievement, all while being a culturally responsive practice - a triple win for the classroom teacher! We know that the ones who are talking are the ones who are learning, so the use of intentional group structures supports students in navigating the challenges of collaborative learning. My students are always sent into groups with their roles clearly defined, and the trust that they will receive positive support from me if their group struggles in any way. For a teacher used to an orderly classroom where they are the "sage on the stage," my in-person classroom probably looks chaotic. But I argue that the controlled chaos of multiple groups of high school students engaging in collaborative academic work is more productive than the most articulate lecture.

The remote classroom has enabled me to truly upend the visual appearance and student experience of the traditional classroom. Through the use of culturally responsive and restorative practices, I create with my students a supportive environment where we use our curiosity to solve problems, create authentic demonstrations of knowledge, and support each others' learning.