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I have been a teacher for more than a decade and I look forward to a couple more decades of impacting lives. I love teaching in general and teaching science in particular. I have taught mostly in public high schools. I drew my inspiration to become a science teacher from my science teacher in grade school. He was highly knowledgeable in science, taught the subject with ease, related well with students, helped us to fall in love with science-related careers, and thoroughly enjoyed his work. My philosophy as a teacher is to exceed what I saw and experienced through that teacher. Throughout my teaching career, I have prioritized inspiring students to fall in love with concepts, to see the practical side of education, and to appreciate themselves in all matters within and beyond the classroom.
My teaching style is based on making concepts as real, relatable, and applicable to real life as possible. I believe science should be practical because of its huge potential to make life better for all. I dwell so much on the big picture and simplifying concepts to enable all students to understand the content. I like to engage learners by making them feel comfortable expressing themselves. I believe in the mantra "there is no wrong answer". By encouraging learners to speak and respond to questions during learning, I get to understand their weak areas or misunderstood concepts. Additionally, I love demystifying what students perceive to be "tough topics". I prepare adequately and organize my lessons accordingly. Over the years I have learned that overconcentrating on some topics gives students the perception that that topic is harder than others.
I believe education should transform learners. It should make people behave better, love each other, appreciate each other and acquire better morals/ethics. As such, I like to lead by example by treating all students warmly, lovingly, and equally. However, I remain alive to the fact that some students deserve more attention than others. I believe that every student has their weak and strong areas. Therefore, I try not to overconcentrate on academics only. My target is to help students become better people. As such, focus on discipline, timeliness, cleanliness, respect, communication, and any other area that I deem beneficial to learners as they prepare to transition to higher levels of education and the world of work.
I believe in positive reinforcement. By appreciating a student's strengths and achievements, I have found that students tend to work better on their weak areas and improve. I try to note the positive efforts that students put to become better. Consistency in improvement, even if by a single digit or a small margin makes me happier than big rapid bursts of improvement. This philosophy of positive reinforcement and appreciating improvement and constructive criticism informs my evaluation or assessment techniques. I always try to standardize tests so that they are a true reflection of a student's level of understanding. I consult widely with fellow teachers and my mentors in the teaching field. Further, I believe a student should always be ready for assessment because evaluations are not about competition, but about helping point out weak areas.
I love my classrooms colorful, vibrant, and practical. Whenever and wherever I can find charts, diagrams, graphs, and practical materials (plants, stones, soil, insects) I incorporate them into learning. I believe this aspect helps students internalize Science and see themselves in various science-related careers. I take note of how students react to various experiments and tests. Thereafter, I can offer some solid career advice in collaboration with professional career coaches. I encourage learners to partner with classmates they feel would add value. Students learn best when they are active participants in the learning process. The more students make decisions about the group discussion to join, when and where to meet, the more proactive the students feel and the more effective the learning process. However, I try to wisely moderate student participation to ensure balance and to have course objectives met.
