- How did you decide to become a teacher?
I decided to become a teacher after years of working in outdoor education. I designed and taught field trips and children's programs with the National Park Service, school garden programs, and a variety of nonprofits. While I loved each of these experiences, one thing was missing: community. I did not feel connected to the students and couldn't see the fruit of my labor: their academic growth! I became a teacher to do those things: to connect with students, help them grow, and be part of their community.
- How does this experience of teaching science-based programs in outdoor education translate to your classroom?
Through my past experiences, I learned the importance of place-based learning, project-based learning, observation, and inquiry. Students learn well while in the classroom, but they form deeper connections with each other and the topic when they are in a location and learning about real-world applications. In middle school especially, students want to know that what they are learning about has a purpose. Being outside the classroom in meaningful ways makes that purpose realistic. In my classroom, I still try to keep these experiences alive: bringing in real-world relevance and experiences for students to learn through.
- Teaching science online can be tricky. Are there any lifehacks or techniques you will use?
Teaching science online
is tricky! Science is all about using your senses to make observations, ask questions, and find solutions - in some ways, observations are harder not being in person. I'm planning to keep my online science classroom engaging by doing demonstrations, online labs, and independent observations. Many scientific concepts can be replicated safely at home - and plan on having my students do so! There are also online labs that are often more efficient at showing concepts than modeling can do (PhetLabs, for example). I plan on using a wide range of teaching online: modeling, inquiry observations, science 'notebooks', and hands-on practice. A large emphasis will be placed on graphic representations of information.
- Blended learning the way we do it at Le Sallay is a new concept. Have you had experience teaching in a blended learning setting?
During COVID, the school I worked at adopted a blended learning model. Students were on-site two days each week and worked online the other two days. I was able to do interactive, hands-on learning while the students were in class, then do either readings, vocabulary, or individualized extension activities while students were at home. In many ways, this improved my connection with my students: I had time to connect with them individually and build understanding in small group settings. At home, students demonstrated independent understanding and responsibility. I held office hours after each class for questions (academic or social). In many ways, blended learning brought me closer to my students, due to all the one-on-one interactions.'
This model was also challenging. It required students to be independent, self-motivated, and organized. Students needed to demonstrate self-control and use their computers responsibly during class time (not playing games or socially engaging). They needed help organizing their schedule to identify the best times for them to complete independent work. For many middle school students (6th-8th graders), this is the first time that they managed a responsibility this large and it was a challenge.
I am excited about Le Sallay's model to have three weeks of intense one-on-one and small group time, then time at home to be at home. I think that this will build a community of mutual respect and care necessary for education, but also provide students with a lot of freedom to learn on their own terms.
- What are your favorite stories about teaching? My favorite moments teaching are when I plan lessons for personalization and individual research, and then my students learn something that genuinely interests them. This year with my 6th graders, I had them design a final plant project and develop some research questions. In true 6th grade fashion, many chose to water their plants with soda. After their plants did not grow and their soil grew mold, they asked another question: why did soda make my dirt mold? We learned that soda actually blocks a root’s ability to absorb water and increases soil bacteria. This is just one example, but creating a classroom atmosphere for true learning is one of my favorite things.