Teaching Philosophy

Growing up in California’s Central Valley, nature was everywhere. All four seasons were visibly and tangibly present. Afternoons were spent outside rolling in the grass, playing in piles of fallen leaves, and picking fresh fruit off the trees. Each summer, my family would travel a couple hours west to the coast. Sand in my toes and my soul was at peace. I have always been an observer, eager to catch every detail, gleaning as much as I could from each experience. I have always been an advocate, considerate of those sharing the space around me. These virtues led me to become a science teacher. 

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A teacher’s primary responsibility is to nurture, to see students for who they are and lift them up. Science can be a daunting subject, but I believe students come to my classroom with everything needed to be a good scientist. Their thoughts and experiences, both inside and outside of the classroom, are valued assets. 

Students learn best knowing they are safe. A haven is where we can be ourselves, express curiosity, and our thinking is appreciated. Students can thrive when they trust someone is in their corner cheering them on. I have held this belief most of my life, thanks to one of my first teachers. I often went to school feeling unsure of myself, but Miss V. saw me on those days. She let me know she was happy I was there, I could safely navigate the day’s agenda at my own pace, and I was going to be alright.

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Classrooms should be places where students experiment with new ways of thinking. Sometimes our hypotheses are supported, and sometimes not. Either outcome is acceptable. I want my students to understand  we do not always get it right the first time, but that provides another opportunity for deeper learning.  We increase our repertoire of scientific principles through our  interaction with texts and meaningful discussions about our wonderings and observations. I want my students to express their uncertainties, voice their questions, and be lifelong learners. The classroom is a place for reflection, where students ponder their steps, and then return to their hypothesis with a different lens. Within my classroom, I want to communicate to the students, “You can do hard things.”  I want to foster a spirit of community in my classroom. I want students to collaborate and achieve a group inquiry mindset.

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As scientists, we are continually asking “why?”  This is done through making observations, interpreting data, and consulting scientific research.  Students learn to carefully read while  following lab protocols, such as when we extracted DNA from peas. Upon examining a scientific study on the prevalence of MRSA in a transit system, we investigated the presence of bacteria on campus. Students  presented their findings in a full lab report, detailing their methods and conclusions. While student teaching at a project-based high school, my students had the opportunity to research topics of interest (human anatomy in the Fall, biodiversity in the Spring). Students blossomed as they investigated a topic of choice. After becoming experts on their topics, they presented their knowledge to their community. For exhibition, students visually and orally presented the concepts they wanted to bring to light in their community.  Allowing students to develop individual scientific interests and inquiries really brought new life to our classroom. I witnessed students taking ownership and responsibility for their projects. They had a genuine interest in what they were researching and discussing, making schoolwork relevant for them. 

I believe students should leave my class with a realization of the role science plays in their everyday lives. My first year in the classroom, I was able to bring a cultural perspective to a unit on antibiotic resistance. We read an article looking at social factors that have been found to correlate with community levels of antibiotic resistance, and then took time to discuss and reflect. We discussed students’ experiences with antibiotics in their own lives, making the science approachable. We considered why factors such as multigenerational households and barriers to heath care might lead to some communities showing higher levels of resistance than others. I wanted to push my students' thinking and have them consider the relationship to their own community.  Later in the semester, when it came time for students to present their learning, I witnessed students explaining scientific principles and stressing the importance of these concepts to others. Beyond experiencing the “aha” moments in the classroom, moments like this make the work that I do so rewarding.

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A teacher’s role is not to carry their students, but to guide them. I work to inspire my students to marvel at the natural world and the phenomena we encounter each day as living creatures on this planet. I hope my students observe and become curious as they go through life. I aspire to have my instruction and guidance provide students with the confidence that they are the scientists our global home needs.