Charley Sabatier
[…]to form personal relationships with my students.” In 2008, Charley earned the National Board for Professional Teaching Standards (NBPTS) certification, the nation’s top teaching […]
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Kimberly Conner
[…]Story Kimberly Conner credits her seventh grade math teacher with setting an example for how math can be taught. “By having a teacher whose love for math overflows into their teaching, students can understand that math is not impossible and can even be fun.” Kimberly was home-schooled from 9th to 11th grade which gave her the individual attention she needed to further develop her math skills. She volunteered in a first grade classroom during that time. “While I enjoyed my time with the children, I realized that the challenge of teaching high school math was ultimately what I preferred.” Kimberly […]
Being Okay with Imperfection in My First Months of Teaching
[…]seniors. Two other teachers propose literacy strategies for increasing student comprehension and making thinking visible. It makes so much sense that I gather up all the resources they’ve brought to share. In every presentation, I jot down notes and leave with scrawls of ideas, unsure of how I will implement them all on Monday morning. Similar to many of the teachers attending the conference, I approach my practice of teaching with a growth mindset, recognizing that there are always ways to improve my pedagogy, classroom culture, my relationships with kids, behavior management, my use of scientific practices, assessments, scaffolding—the list […]
Erin McCamish
[…]began her undergraduate career at the University of Michigan set on majoring in physics. “I had my future in research planned out by my sophomore year.” Instead she discovered how much she enjoyed tutoring in the Physics Help Room and realized that her interest lay not in research but in education. To explore teaching at the high school level, Erin took part in the Teaching Opportunities in Physical Sciences (TOPS) program in Boston where she taught energy and heat concepts to high school and middle school students. As a member of the Society of Physics Students at Michigan, she was […]
Timothy Ellis
[…]about his involvement with debate and forensics. His interest began in high school, when he competed with some level of success. As a debate and forensics coach, he’s led six policy debate teams to the National Forensics League National Tournament, resulting in the placement of several of his teams in the top 50 in the country. Timothy’s passion for debate translates well into his science classroom, as he regularly builds time for discussion and presentations into his lessons. Timothy loves all things pop culture and is an avid sports fan. […]
Pressing Pause
[…]phone rang with an unfamiliar number. In the job game, they only call with good news—bad news comes in the mail. The relief I experienced after this was the first sign that I should have made a change sooner. That night, as my son yelped along to the music of my husband’s dissertation performance by the symphony orchestra at Indiana University Bloomington, I felt pure elation. My choice to leave the classroom in that moment was incredibly easy. I was miserable, and having an end in sight changed everything. But I still felt this huge sense of loss when the […]
Summits and Valleys
[…]in nature for that long and physically pushing my body to new limits was completely out of my comfort zone. I remember condensing all my gear and preparing my pack while my parents were telling me, “Hiking 30 miles in three days carrying all your water, food, clothes, tent, sleeping bag, everything on your back? Are you crazy?!” Although I talked a big game and told them I was prepared, I was nervous I wouldn’t be able to take the trip. I allowed my competitive nature to push me and decided to at least try. On our first day of […]
Where Do We Go From Here?
Download Comic Chris Anderson is a Knowles Senior Fellow who has been teaching at the secondary level for eight years. He has taught integrated science, environmental science, sociology, chemistry, biology, and anatomy-physiology. Chris recently relocated to the Chicago area, following his spouse, and started at New Trier High School amidst the COVID-19 pandemic. He has lived in Michigan, Wisconsin, and Illinois, but never very far from the Great Lakes. Chris likes to grow things to eat. You can find him, occasionally, on Twitter @grow_sci or email him at […]
Unexpected Achievements: Teaching English Language Learners in a Remote Environment
[…]especially when overcoming challenging ideas. Comments like: “It feels like my brain is growing,” “It opens my head,” “When you learn something it stays in your brain,” and “You keep practicing until you get it” indicated students’ true ownership of learning. One of my personal goals for teaching remotely was to do just that—increase students’ ownership of their learning. I recognized that students would need to care about their own learning for remote instruction to be successful. This exuberance over mastering skills actually led students to ask for more time to work on math. Two hours a day wasn’t enough […]
Kimberly Lintker
[…]certification. After graduation, Kim returned to her home state to teach chemistry and physics at Freeburg Community High School in Freeburg, Ill. Whenever she has spare time, she gets outdoors. “Chemistry buildings get very stale after a while! I enjoy running, canoeing, camping, traveling, and spending time with […]
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