Teaching Philosophy

Due to the vast range of content classified under the label of biology, I believe one of the most important jobs of a biology teacher is the curation of content. More specifically, I believe a biology teacher must be able to concisely and accurately present the core of a biology topic without sacrificing the ability for expansion or elaboration in subsequent learning. I never want my lessons to be perceived as a closed conversation, but rather as the building of a foundation for students to utilize as they continue their educational journies. Biology is one of the most visible sciences in everyday life, so the connection of content to student experiences should be a priority to achieve effective learning.

Since my first experience with it in high school, I have been a proponent of the reverse

or flipped classroom strategy of instruction. In the broadest sense, this style of learning

assigns a student's first exposure to the content as an independent experience and the

classroom instruction time is used to reinforce and practice the content the students

familiarized themselves with. I have experienced the flipped classroom done correctly

and incorrectly multiple times.

The main takeaways from my personal experience have been that, firstly, a flipped classroom needs to be established at the beginning of a class and be held as a standard. This consistency prevents confusion and provides comfort in a learning environment students may be unfamiliar with. Secondly, a student's first exposure to the content on their own is not a substitution for teaching concepts and lessons, but rather an avenue for students to be curious and an opportunity for a classroom to focus on concepts that students want or need to prioritize. It is still the teacher's job to emphasize what is important and clarify topics that required extra time and care. Thirdly, a flipped classroom requires an alternative form of classroom management as the classroom setting is, in theory, more flexible and based on students' needs than a traditional classroom setting.

Starting on the first day of class, teacher-student interactions are what can decide the fate of a classroom environment. My years of working in summer camp have provided me with experience in handling group dynamics and navigating through difficult student-student interactions such as bullying. In a classroom environment, it is the teacher's job to establish teacher-student respect by setting boundaries that maintain professionalism while also being open and approachable to students. It is also the teacher's job to promote student-student respect and promptly handle disruptions to a respectful classroom environment appropriately.

Consistency in schedule, expectation, and action is one foundation for my idea of classroom management. I believe students require the observance of repeatable cause-and-effect occurrences in a classroom so that an atmosphere of stability and predictability can facilitate positive learning. I also strongly believe that classroom management is not only the responsibility of the teacher but of school staff outside of the classroom teacher. A school environment that supports teachers and students in a learning environment contributes to overall classroom behavior. Clear expectations and policies set by the school administration provide the teacher with accessible and transparent tools for classroom management.

Every student has the capability for curiosity, and a science classroom should be an opportunity for every student to attempt to satisfy some of that curiosity. Vygotsky's concept of the zone of proximal development highlights how it is the job of the teacher to bring each student from a place of comfortableness in their prior knowledge and push them beyond what they could be capable of on their own in a safe environment. This means prioritizing student connections and taking the individualized need of a student into account whenever possible so that this teacher-student guidance can be successful.

I recognize that as a teacher my personal experiences can only span so far in relating to student struggles. Recognizing all parts of a student- race, culture, gender identity, sexual identity, economic background, learning style, and more- is vital in ensuring equity in a classroom and facilitating a productive learning environment. Reflecting on my areas of privilege and unconscious bias can help me improve my understanding of how to maintain an equitable classroom environment.

Collaboration with teachers inside a subject matter provides accountability and fosters a creative space for idea elevation. I believe educators should always be looking to peers for ways to diversify their lessons and to compare everyday classroom management strategies. Collaboration with teachers outside of a subject matter can be even more valuable from a student's perspective as it provides the opportunity to utilize cross-subject skills and bridges connections that promote content understanding.

No subject stands alone, least of all biology. The history of the development of science is vital in understanding how science is conducted and verified. The ability to articulate scientific facts and opinions is an area of science often overlooked even though it could be considered the most important. In my biology classroom, I want to emphasize the importance of communication and literacy skills in the scientific sphere. I also want to highlight the growth of science over the years and show that science is something that will continue to grow. Both of these goals could be achieved through cross-subject collaboration.