Teaching Philosophy

I firmly believe that teaching is among the most crucial professions today, as educators play a pivotal role in shaping successive generations of students who will eventually form the backbone of our workforce and contribute to steering our society towards a better future. However, it would be disingenuous of me to claim that teaching was my initial or exclusive career consideration post-college. Nevertheless, my exposure to Pre-AP and AP Chemistry in high school, followed by General Chemistry 1 and 2 in college, forged a connection that ignited my passion for the subject. While I readily admit that subsequent courses like Organic Chemistry didn't capture my interest to the same degree, the foundational principles learned in General Chemistry fascinated me. I believe there's an untapped potential for making this subject enjoyable, an opportunity often hindered by the disdain and mockery associated with chemistry sets among high schoolers.

 

I was fortunate to have a chemistry teacher who not only enjoyed the subject but also made the learning experience engaging. While there is no singular approach to teaching, the disparity in effort among educators may explain why some classes fade from students' memories after leaving high school. I genuinely believe that a teacher's enthusiasm is essential for making a subject interesting to students, as one cannot effectively captivate others if the subject matter does not captivate oneself.

 

In addressing the challenge of maintaining an engaging classroom environment, I advocate for the application of educational theories, particularly constructivism, and more specifically, Piaget's constructivism. Piaget proposed that learning is a continuous process where students develop understanding and knowledge through interactive learning experiences. This aligns seamlessly with chemistry education, where concepts continually build upon one another. A solid grasp of the basic building blocks of chemistry enables comprehensive comprehension of subsequent topics, making a constructivist approach invaluable. Beyond facilitating understanding, constructivism promotes student engagement by requiring them to actively participate in their learning, making connections independently, rather than merely passively receiving information.

 

Another crucial consideration for educators is addressing students' self-perceptions regarding intelligence. Students may express sentiments such as "I'm not smart; I never have been," based on prior struggles with certain concepts. Eradicating fixed mindset beliefs is paramount, as it empowers students to take responsibility for their learning. Dweck, in her work, emphasizes the importance of steering students away from notions of fixed intelligence, allowing them to embrace the potential for growth by fostering a mindset where effort and deep understanding are valued over surface-level knowledge.

 

In conclusion, the role of a teacher extends beyond imparting information; it involves cultivating a dynamic and stimulating learning environment. Through the application of educational theories like constructivism and by addressing students' mindset beliefs, educators can contribute significantly to fostering a love for learning and empowering students to reach their full potential.