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Our students come from a very wide range of backgrounds, academically and culturally. Many have at least one positive memory from a science class earlier in school, but for numerous reasons would never openly acknowledge that they, themselves, could become scientists or engineers. For these students, in particular, I want to spark in them (among other things) a feeling of relevance and belonging! On the other end, some of my students are completely enamored with science already, and spend much time on their own expanding what they know in their scientific areas of interest. For all students, together, I strive to foster a culture of teamwork that keeps everyone at the edge of their learning. I am in my second year at my school, developing the year-long Chemistry program. I have a basic lab set up, but am not yet able to present some of the "disruptive phenomena" that can create strong teachable moments.

About my class

Our students come from a very wide range of backgrounds, academically and culturally. Many have at least one positive memory from a science class earlier in school, but for numerous reasons would never openly acknowledge that they, themselves, could become scientists or engineers. For these students, in particular, I want to spark in them (among other things) a feeling of relevance and belonging! On the other end, some of my students are completely enamored with science already, and spend much time on their own expanding what they know in their scientific areas of interest. For all students, together, I strive to foster a culture of teamwork that keeps everyone at the edge of their learning. I am in my second year at my school, developing the year-long Chemistry program. I have a basic lab set up, but am not yet able to present some of the "disruptive phenomena" that can create strong teachable moments.

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