Student Expectations for Learning

My expectations for academic student growth are set at a very high level, where students are expected to develop skills centered on critical thinking, imagination, community, teamwork and character development. It’s an environment where expectations are not altered based on race, life experiences or socioeconomic background. My style of teaching implores students to share in my enthusiasm for learning. My goal has always been to support and encourage both those students who are excited about science and those who are less so.

Each day teaching adolescents presents a new set of opportunities to create an environment of respect and rapport. Students come to class daily with a variety of issues that might impede them in having a good morning, or even wanting to be at school. A missed meal, lack of sleep, peer pressures or an altercation in the neighborhood could shift the attitude of any given student. During our character education morning meetings students are given the opportunity to discuss within a small or whole group. Sometimes these discussions are centered on one topic, other times it is an open dialogue of expressing opinions. After morning meeting we begin our science lessons. My science lessons foster a sense of community awareness by creating structures that emphasize collaboration, discussion, lecture and cooperative problem-solving. These lessons are planned with a variety of learning styles in mind. This is often done collaboratively with the support of other teachers. Combined with a sense of humor, anecdotes and personal life stories, students understand that learning is fun. Character education is the basis of our classroom community. I show respect for my students by setting high standards of character and modeling the many ways that a person can show good character. My strong rapport with my students, both past and present, has pushed my teaching forward and challenged me. I have tried my best to create an atmosphere of respect, comfort, quality and communication that invites those from all ages and backgrounds into our classroom.

Assessment is a crucial component in student learning. This is a reflective practice between student and teacher, where ideas are shared and critiqued. Labs and discussion are the assessment tools utilized in my class. Performance tasks involve explaining the process used, formulating hypotheses, or scientific situations. Students are allowed to offer feedback on grades, as well as assess me as a teacher. Self and peer evaluations help me gain information on how students view their own performance and how peers view their performance.

The single most significant challenge in class is taking a group of diverse students and teaching in an engaging manner that meets all of their needs academically, emotionally and socially. This requires a high level of understanding, patience and positivity. In the current climate of education reform where every attempt is being made to “fix” or “close” gaps in student learning, we often forget that students face significant challenges in an uncertain world. At times the focus is on the future, but students need us today.