My Philosophy
Having an education means a student is prepared academically, socially, and cognitively for the next stage of their life. This preparation includes practice and mastery of skills common to all areas of study—communication, critical thinking, and analysis—and concrete or abstract skills specific to science—especially mathematics, planning and executing, problem solving, and collaboration. As a teacher, it is my responsibility to teach all the students in my classroom and to do so fairly. It is my duty to plan, prepare, monitor, and assess learning outcomes while maintaining a positive, physically and socially safe, and engaging environment. I will advocate for the education of my students; this may include advocating for students, parents, administrators, or teachers.
My philosophy on science education is that it promotes and thrives in natural curiosity. When students are curious, they want to learn. Grabbing and maintaining that curiosity sometimes means withholding the answer. Parallel to the desire to learn, students must equip with the tools to answer their own questions. This whole process starts by assessing where students are currently in their understanding and abilities, providing appropriate chunks of content in comprehensible formats—visuals, demonstrations, simulations, explorations—and guiding students through practice of specific problem-solving strategies while incrementally decreasing support. The goal is to empower students to learn on their own and the process towards this goal is understood to be different for each student. At all times, the tasks lead toward the learning outcomes. Each student will leave the class with more curiosity, greater ability to learn independently, and increased responsibility for their education. I want students to understand that science is a process, not an answer. All people can be scientists.
My strengths as a teacher are in listening to students, breaking complex concepts down into comprehensible ‘bite-sized’ chunks, and engaging students through thought-provoking demonstrations, positive energy, and infectious passion for science. I am defined by the people that I can help, serve, and empower. These characteristics guided me towards the teaching profession. Now that I am here, I find great pleasure in collecting, developing, and refining strategies, techniques, resources, curriculum, and equipment for science education, a process which I have only started but I have support. The community of science teachers locally, regionally, and accessible online is strong and experienced educators are available for feedback and guidance. Combining this with the scientifically motivated process of planning, executing, reflecting on, and refining curriculum will allow me to continue to develop. Lessons, techniques, and even this philosophy, are never completed, they are simply improved. The only aspects that will not change are my beliefs that students are capable, want to succeed, and need opportunities to be included, valued, successful, and empowered.