The word exemplary can be defined as “worthy of imitation; commendable,” according to Merriam-Webster.com. Looking back on my high school years, there were some science teachers who stood out to me who I would love to “imitate” in my future classroom. Those teachers went above and beyond to ensure that their students had the best experience in their classroom.
My goal in this post is to explore the variety of ways a science teacher can be exemplary in his or her classroom. Some of which, my high school science teachers practiced themselves.
- Incorporating hands-on experiments
Below is a fun experiment to incorporate into a science classroom.
Why are hands-on experiments so effective?
- They can introduce a new idea.
- They can clarify a topic that students may find confusing.
- Allows children to keep their senses engaged.
- Experiments enhance critical thinking skills.
- Allows students to work together creating team building.
2. Keeping the classroom a positive place
It is a known fact that science can be confusing and not an easy subject for all students to understand. It is important for the classroom to be a positive environment for students to learn and grow as scientists. Some things that can be done to make sure the classroom remains positive are to encourage questions, praise good behavior, and have a good attitude, even on your toughest days.
What are some benefits of a positive classroom?
- Students learn better when they are surrounded by a positive learning environment
- Behavior issues can be avoided with positive student-teacher relationships
- Improve student mental health
- Assist yourself as a teacher with professional growth
3. Make science FUN!
It’s not a surprise that science doesn’t happen to be every students favorites subject. Exemplary science teachers do their best to make the subject of science as enjoyable as possible, especially the students who do not particularly enjoy science.
The Ted talk below talks about ways to make science fun. Mr. DeWitt talks about the importance of not having students simply memorize facts from a text book. If students are forced to memorize definitions and take notes, most of the time they will not understand the main ideas.
Mr. DeWitt created a horror story about the concepts of how viruses attack. He emphasizes the importance of erasing the seriousness out of science in order to keep students engaged.
I am convinced because some of my teachers incorporated these practices into their science classroom, my love for science was able to grow. I hope to bring these ideas into my classroom and possibly change students’ mindsets about science.
My goal is to have my students view science as a way to expand their curiosity. These techniques embedded into a science classroom are sure to make for an exemplary science teacher!