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Ms. Swain’s Classroom Edit display name

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My students are trying to figure it all out. My students are 13, and everything in their lives is changing. Their minds are growing, their peer relationships are complicated, and schoolwork is not always the most relevant topic in their world. My students enter my classroom with a broad range of skills, abilities and background knowledge. Most are apprehensive of science. Most are afraid to fail. Some are excited to learn, while others have decided that school is not for them. My goal for the school year is to foster a love or at least an appreciation of science. To connect science to their lives and get over the hurdle that failure is a bad thing. My students ask great questions that have nothing to do with that day’s lesson, because they ask what is on their mind at that moment. They ask if zebras are real. They ask why islands don’t just float away to other places in the ocean. And they believe in a lot of things that are not scientifically accurate.

About my class

My students are trying to figure it all out. My students are 13, and everything in their lives is changing. Their minds are growing, their peer relationships are complicated, and schoolwork is not always the most relevant topic in their world. My students enter my classroom with a broad range of skills, abilities and background knowledge. Most are apprehensive of science. Most are afraid to fail. Some are excited to learn, while others have decided that school is not for them. My goal for the school year is to foster a love or at least an appreciation of science. To connect science to their lives and get over the hurdle that failure is a bad thing. My students ask great questions that have nothing to do with that day’s lesson, because they ask what is on their mind at that moment. They ask if zebras are real. They ask why islands don’t just float away to other places in the ocean. And they believe in a lot of things that are not scientifically accurate.

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About my class

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