Positive Learning Environment

 

Effective teachers create safe and motivational learning environments that encourage all students to become actively involved.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Take a moment and close your eyes to think back to your favorite teacher. Chances are that the memories you have of this individual are attached to success in this particular class. “Favorite” teachers do not necessarily mean the most humorous, or the most intensely demanding—but every favorite teacher will be remembered with respect. Respect—whether it be between peers, colleagues, student-to-student or teacher-to-student— is the foundation upon which I base my pedagogy. Without respect (not just of the teacher but among students, as well) a positive learning environment would not be possible. As mentioned elsewhere in my ePortfolio, students feel comfortable taking intellectual risks in my classroom. I worked hard throughout both of my student teaching placements to make sure that students were at ease in externalizing their thought processes, without fear of being “wrong.” This is reflective of the real-world of science, for every discovery begins with uncertainty—i.e., a thought, the results of which are unknowable until supported by evidence. Only then will it be deemed correct. However, it is that initial “thought” that generates the impetus for investigation.

 

When I was a student, I always wondered how respected teachers gained a positive rapport with their students the first year in a district; their “track record” is unknown, for this is a time when their reputation has not yet been built. However, throughout both of my student teaching placements, I received positive comments (both verbally and written) indicating that I’d made a substantial effort to get to know my students first, before expecting them to respect me as the teacher. I worked to create and support an atmosphere of curiosity that would encourage my students to ask questions they did not know the answers to.  A science classroom should not be based solely on rote memorization (e.g., one-word definition questions that check for understanding). Instead, they should be interactive dynamic spaces that foster a sense of curiosity in which students will use the appropriate scientific terminology within their questions. I actively used whiteboards for students to write answers of foundational questions to demonstrate their understanding. But the goal of my lessons was always to get my students to challenge the questions asked in class through their own investigations. If a student answered a question incorrectly, that would be a good place for me to highlight the knowledge they’ve demonstrated, and to further question them to construct an alternative answer. I do not believe in a strict “yes/no” science classroom—for that is not the nature of science. Albeit, these types of questions come with time—once students have developed an overall respect for their peers and their teacher, they can then work as a unified team to address the true nature of scientific inquiry.

 

As a science professional, I actively read resources distributed by the National Science Teachers Association (NSTA) regarding the practice and implementation of science inquiry in a secondary setting. In my classroom, students exhibit mutual respect and ask higher-level questions which serve as the foundation for scientific inquiry. Scientific inquiry creates challenging learning environments which must be accompanied by intellectual and emotional safety. Researchers Norris, Phillips and Osborne have promoted argumentation in science classrooms. Subsequently, this inspired me to incorporate an argument-driven discussion regarding the use and effectiveness of pre-implantation genetic diagnosis (PGD) during the human reproduction and development unit in my second placement. Only a week into my placement, and the students were actively engaged, using scientific discourse, and, furthermore, excited about the science behind it. That is what I work toward. Every day. 

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Artifact 3. Lab Safety Poster & Biomaterials Essay

 

 

 

 

 

 

Laboratory safety is a critical component of science classrooms. I have created my own poster with the "Safety Seven" rules. Laboratory activities can be enriching experiences for many students; however, if the appropriate safety protocols are not in place, chaos may preside. If students are aware of their own safety precautions, the class can work together to keep the community free of potential hazards.  A designated laboratory space enhances the effective operation of the classroom. It signals to students where cooperative group work is enouraged. The Biomaterial Hazards artifact identifies the necessary precautions and protocols that are crucial for laboratory safety.