The calendar has flipped to August 1. My summer reverie breaks as I come to the realization that, before we flip another page, I will be in front of students. For the 23rd year, I'll face a new roster of names and a sea of bright, shiny faces waiting for me to set a tone, one conducive to a year filled with challenge and joy . . . really! I truly believe that most students actually want this from their teachers. I also believe that those who don't benefit from the creation of such a classroom environment, even if they don't seek it. I'm happy to say I'm surrounded by colleagues and administrators who believe the same thing.
This year, I've got a new challenge. After 22 years of teaching Physics, I'll be teaching Biology instead! After years of advocating, within my department, that we should all be more flexible in our teaching assignments, my bluff was called!! I'm happy to report that, when asked to take this assignment on, I didn't flinch. Though these two disciplines are vastly different, I'm looking forward to this brave new world. As a teaching veteran, I see two big themes that I'll draw upon throughout this year:
1. It's all Science, whether Physics, Biology, Geology, etc.
2. They're just kids looking for a good experience.
Theme #1 manifests itself in a variety of ways but perhaps most frequently in the idea of the Conservation of Energy. Whether we're talking about respiration or photosynthesis, regulation at the body or cellular level, or the form and function of cheetahs or chrysanthemums, the idea that energy is conserved and is transmuted into scores of different guises will lie at the heart of learning. It's all Science . . .
Theme #2 is even more important. Though my choices as a teacher are essential, their progress, their understanding, their total experience are the ultimate metrics by which success will be measured. Can I keep the mood upbeat and hopeful, even in the face of academic challenge? Can I be transparent about my expectations, both within the classroom and on assignments? Can I help students develop both the science skills (asking questions, planning investigations, basing claims on evidence, etc.) and the life skills (clear and effective communication, reliable collaboration, self-direction, etc.) to be successful not just in this course but elsewhere in school and in life? I believe I can answer those questions in the affirmative and will use those to self-assess throughout the year. They're just kids . . .
And content? Well, sure, the content is different and I've got a few ideas about that as well. But I'll share those in another post. For now, I just wanted to share my excitement about my new direction and invite you to check in with me occasionally to see how this Life/Science experiment is going!
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