PERSONAL OPINIONS AND BACKGROUND

1. Why did you decide on teaching as a career?

(Please see the section on why I chose to become a science teacher) In brief, I chose to teach science as a career for 2 reasons. Reason #1 is the fact the common public sees science as something people in white lab coats with the brains of Einstein do. I want to change that concept. Everyone I have ever met has the ability to “do” science. Reason #2 is the fact that I have an interest in science. These interests lead me to take science classes. As I watched the teacher present the information, I saw bewildered looks on students faces as well as my own, or I saw students in a coma only to be relieved of their misery by the bell. I am big on the statement “you think you can do it better - than go ahead!” So here I am. I know I can do it better.

2. Tell something about your personal background.

I was born in Morris, Minnesota where I attended high school at Morris Area High School.  I then attended the University of Minnesota, Morris through my sophomore year.  I then transferred to St. Cloud State University because of its excellent science program.  I then received my Masters of Education through American Intercontinental University (AIU).

3. Why are you interested in our school and community?

My interest in your school and community stems from your team teaching arrangement. I saw the positives of team teaching and the negatives of teaching on an island. The team concept creates a “school within a school” which encourages closer relationships among students, staff, and administration. This personalization is supported by the academic programs broken into clusters to create small, identifiable student groups out of a larger student body.

4. What are your professional plans for the future...advanced degree goals?

Currently my professional goals include obtaining my second master's degree in science. As an ever renewing professional, it is important to stay abreast of current information.

5. What hobbies and interests do you have?

My current hobby includes the ever challenging sport of golf. My interests currently include astronomy/astrobiology, Egyptology, and Microbiology. I also enjoy flying with my private pilot's license when time permits.

6. Do you plan to make a career out of teaching?

I plan on making a career out of teaching. Once I commit myself, it is 110%. I do not walk into a situation unprepared or half-heartedly. I will accept the good with the bad and ride the roller coaster as long as the ride will last.

7. What is your philosophy of education?

(Please see my philosophy of education) Basically my philosophy entails Telling the students WHAT you want them to know, Teaching them WHAT you told them, and Testing them on WHAT you taught. Along with this philosophy includes making lessons hands on and based on prior knowledge as much as possible.

8. What do you honestly consider to be your strongest trait? Your weakest?

My strongest trait is my ability to get the job done. I do not miss deadlines. My weakest trait is my rigidity. I worked hard through my teaching to “round some of my edges.” My weakness can be a plus because I believe  “It is easier to go from more rigid to less rigid and have the students accept it then it is to go from less rigid to more rigid.” 

9. What was the single greatest highlight of your college career?

I would say the greatest highlight of my college career was being published in the Journal of Chemical Education. I was the first person in my family to ever become published and seeing the faces on my parents brought a lot of pride to me. The research for this journal article also allowed me to travel to New Orleans and present at the National Convention of the American Chemical Society.

10. If you could spend a day doing anything you wanted, what would you do?

The first thing I would do would be to take a trip into space. Looking at the Earth from space is an awesome experience. I would then take a trip over to Io, Europa, and Ganymede and look at Jupiter close up. It is hard for me to fathom something bigger than the Earth.

11. Why should we employ you? What qualifications do you possess that no other candidate has?

You should employ me for 3 reasons. 1. I am THE MOST ELECTRIFYING candidate on the market today. My enthusiasm for the profession exceeds all other candidates. 2. My compassion for the students. I care for the whole student. 3. I have achieved a high level of success in my college career and student teaching. I am a team player who can control a classroom and get the job done.

12. How do you define science as opposed to technology?

Science and technology have been interdependent throughout human history. In some cases, science has supported technological achievements, as with atomic reactions, and sometimes technology has been an enable of scientific discovery, as with telescopes and microscopes. My definition of science is a way of investigating the world in order to form general rules about what causes things to happen. My definition of technology is the designing of inventions and systems using science which affect the quality of life.

THE TEACHING/LEARNING PROCESS

1. What “pet” ideas or innovations do you have in mind in regard to the area of curriculum in which you will be teaching?

Two projects I am working on are the further integration of the Internet into my classroom. This includes creating a more accessible web site. This web site would include more useful tools as well as greater accessibility to students at home or during study hall. I would also like to enroll in programs such as the Globe program. This program would teach the students weather as well as obtain recognition for the school.

2. Will you attend school events held other than on school time?

Yes! One of my favorite times of year is Homecoming. I love to see school spirit and go to many sporting events.  This attendance allows teachers to be visible in the public as well as allowing teachers a way to relate to the students on a more personal level.

3. What are your goals for science students and how do these relate to scientific literacy as defined by state and national standards?

As a teacher it will be important to me to create an active classroom. I want to engage in active and individualized scientific inquiry. Science is an active process involving observations, defining hypotheses, designing experiments, collecting and analyzing data, revising ideas, and developing better hypotheses. I want my students to see science in a broader context. Students are expected to consider the ecological, socio-cultural, historical, and political-economic contexts in which science takes place. Students should reach a level of increased understanding of why and how quantitative analyses play key roles in scientific investigations. Finally, I have a goal for my students to develop oral and written scientific literacy. This goal fits with the national goal of equipping the student to participate thoughtfully with fellow citizens in building and protecting a society that is open, decent, and vital (SFAA, 2000).

4. What methods of instruction do you feel will present the most desirable learning situation for students?

There are several teaching strategies I would use in my classroom. The first strategy is collaborative groups. Students gain experience working as team members and develop a spirit of cooperation and mutual help. They are able to discuss observations, results, and ideas and learn from one another.

The second strategy is materials distribution and management. Effective and efficient materials distribution and management is a prerequisite for a sane and happy science teacher. I have a materials table for group materials. Students are designated to distribute materials for each activity and collect homework.

Another strategy is classroom arrangement. Seldom do you see desks arranged in straight rows. Activities require flexible space so students can work in groups, get materials, and post results for class analysis.

I use a Pretest in my classroom. A "What do We Know?" can be used to find out what students initially know about a topic. Then I can present activities that build on prior knowledge.

Most importantly is a strategy using Hands-on Activities. Research and practical teacher experience tell us that students learn best from first-hand experiences as well as discussion to develop concepts. I describe science as hands-on, minds on because the discussion after the activity is critical to concept development. Tying in with this strategy is to make science real and relevant to students. I select concepts and activities that have a place in students' lives. Few people like to learn for the sake of accumulating more knowledge. Most of us want to know how the topic relates to us.

4. What is the philosophical basis for your strategy decisions?

One way to make sense of how students learn is through constructivism. Constructivism is used increasingly as a theoretical rationale for research and teaching. The constructivist epistemology explains how we know what we know; that is, as a way to make sense of what they see, think, and do. This theory asserts that the only tools available to a knower are the senses. It is only through seeing, hearing, touching, smelling, and tasting that an individual interacts with the environment. With these messages from the senses the individual builds a picture of the world. Therefore, constructivism asserts that knowledge cannot be transferred from the head of a teacher to the heads of students. Prior knowledge is used to make sense of data perceived by the senses. Students’ prior knowledge is an important part of how they come to understand science. Using a constructivist perspective, teaching science becomes more like the science that scientists do - it is an active, social process of making sense of experiences.

5. How will you evaluate your program, yourself, and your students?

Teachers everywhere struggle with evaluation of their programs. The question often asked is did I meet the needs of the program? My evaluation consists of 4 questions: 1. What worked? 2. What didn’t? 3. Did I make good use of student time? and 4. What assumptions did I make?

These 4 questions have guided me through continual review and revision. This facilitates the making of pedagogical decisions about my courses and about the program as a whole. A large focus on the pedagogical decisions will be based on what worked and what didn’t in the class as the key to successful learning. Did I spend enough time or did I spend too much time on the H-R diagram.

Another area I critique is the evaluation of student learning. My basis for evaluating my students includes critiquing the appropriateness and variety of teaching techniques. Were the strategies I used successful or did they bomb? What are the new techniques being used by teachers today? Another part of this evaluation includes assumptions. Did I make assume the students knew something from the previous grade when they did not.

Finally, I like to use an anonymous student questionnaire to attain feedback about myself and the course. This questionnaire asks students to comment on areas of improvement. I also ask fellow colleagues to evaluate my techniques.

6. How can you improve learning opportunities in your subject area or grade?

I feel by taking the content and creating lessons using “hands on” will improve the learning. One example from my teaching is the students I was teaching did not understand the formation of clouds. The next day I used a lab to create clouds in a bottle. When they went outside they were able to see clouds and explain how they formed. If I can turn more of science from the use of the book to the hands on science then I feel learning will improve.

7. Would you enjoy and feel comfortable team teaching?

I am very comfortable team teaching. I relish the opportunity to team teach. As you will see I use many interdisciplinary lesson plans.  Science is not a single subject.  It is one of many subjects needed to complete the whole student.

8. Are you prepared to individualize your instruction and to diagnose and prescribe on an individual basis?

I feel that I am prepared to individualize my instruction. Differentiated Instruction allows me to work with the students one-on-one.  Many times this one-on-one occurs before or after school. I also work with Special Education with IEP’s.

9. What do you consider to be the current educational needs/problems of students?

One of the major education problems I have found in students is the area of reading, especially technical. After career day at the middle school and talking with employers, I feel students also need more math/science to develop critical thinking skills.

DISCIPLINE

1. What is your philosophy in regard to discipline?

Please see my discipline philosophy

2. Do you have any difficulty in classroom control? (expand answer)

I have excellent classroom management as attested by several reviews. 

3. How would you handle severe discipline problems?

I feel severe discipline problems can be handled before they start. If your classroom management is consistent day in and day out, problems will arise on fewer occasions. If the problem arose past the 3 warnings, I would have another student escort the other student in question down to the office for a meeting with the principal.

ABILITY TO GET ALONG WITH PEOPLE

1. Do you feel that you can get along with other members of the faculty?

I am very capable of getting along with other members of the faculty. This fact is evident in my ability to function on a Team and in Department meetings.

2. What human quality in other persons is most important to you?

I find two qualities important to me. The first is loyalty. I must be able to trust the people with whom I am working. I do not appreciate water cooler talk. The second quality is the ability to be a hard worker. If there is a problem do not complain about it, you must work hard to fix the problem. I also do not appreciate people not working. When you form a team, as in the school, you are only as strong as your weakest link.

I see the principal as the leader of the individual school. He/She must have a number of different qualities from leader to enforcer of discipline. I see the principal as the one who develops policies for the school to run smoothly. I am the one to carry out these policies with no exception.

My Department Chairperson is the person who gives direction to the science department.  He or she has the final say on how I taught. I respected their opinions.

EDUCATION AND EXPERIENCES

1. What subjects are you certified to teach?

I currently have a teacher license in the state of Minnesota and am certified to teach 7-12th Biology, 5-9th grade General Science, and 7-12th Earth Science. 

2. How competent do you think you are?

I feel I am very competent. I will not fool myself; I still have a lot to learn.

3. Were you successful in your student teaching or previous teaching assignment?

I feel I was very successful in my teaching. In my student teaching, I was posed with the challenge of teaching Earth Science in the morning and Biology in the afternoon. I was able to step into the classroom within a week of arrival with little disruption of student activity. This fact is evident in my evaluations and letters of recommendation.  In my 3 years with Roosevelt Middle School, I was very successful in implementing Differentiated Instruction in my classroom.

4. What are the most important characteristics of the successful teacher?

I consider many characteristics as parts of a mosaic creating an entire picture. Organizational skills -- for example, how to plan and sequence lessons, and the importance of gathering materials ahead of time enable me to handle the unexpected and become successful. Passion is another important characteristics - passion for knowledge, passion for teaching, passion for kids. Passion can be seen in body language, the eyes, gestures, and chosen words of speech -- a person who knows beyond the shadow of a doubt that teaching is the greatest of all professions. Enthusiasm for teaching is another key to successful teaching. I feel the students need this type of excitement in their classrooms, and they deserve to be taught by someone who will create a positive, exciting atmosphere for learning.

What I've discovered to be the single most important characteristic in a teacher would be their compassion for children, as that is the essence of the profession. The rest can be learned with time. It is obvious that one must have many traits to be a good teacher, but the ability to place oneself in another's shoes is critical to achieving positive results. If a teacher has no understanding of another's feelings, the teacher will be ineffective. When empathy and compassion are present along with intelligence and training, the learning environment is enhanced.

I really feel an educator needs to have a keen sense of humor in order to keep students and colleagues learning and motivated. Someone who cannot take a joke or give one, who cannot lighten up, or who is too serious will not survive. Teaching can be stressful enough without having someone who cannot break the ice at the right time with parents, kids, or other teachers.

5. Do you really have a concern for children?

I have a concern for students on two levels. The first level is a concern about the students. Am I performing at 110%? I often worry if I was reaching the students during my student teaching. I believe I can influence learning.

The second level is a concern for the student. If a problem arises - do I walk a mile in his or her shoes? I posed this question to myself countless times during student teaching. Once a student “bombed” a quiz. I held her after class and asked, “what was the deal?” I knew she was not capable of such a low score. She said. “My grandfather just died and I have to go to the funeral tomorrow. I just did not have my mind on the quiz.” I told her to relax and breathe. “You can have another chance at the quiz when you come back, but I expect you to be at the level of your normal performance.” She came back and took the quiz. She “aced” it. My University Supervisor asked me if I ever felt like crying during student teaching. I told her only twice. She told me that if I hadn’t that she would have thought I didn’t care enough.

6. Tell me about your student teaching experience.

My student teaching experience was a myriad of learning experiences. I was recruited by my high school teacher to student teach with her. After approval from the St. Cloud State University, I was assigned to a middle school to teach Earth Science in the morning and a high school to teach Biology in the afternoon. At first my biggest problem was logistics: where are the copiers in the 2 buildings, who is everyone, where is all the equipment I needed, dealing with 2 different sets of age leveled students. It took me about a week to get all of the logistics under control. I then set about the task of teaching. I had 2 different styles of teachers requiring 2 separate things. One teacher had taught for 30 years from a conservative standpoint. The other teacher had taught for 15 years from a liberal point.  It was interesting to see both classrooms in action.  I definitely gained valuable insight into how to run a classroom.

7. What kind of work experience have you had other than teaching?

I have worked at many odd jobs from owning my own lawn mowing business to painting houses. I worked at several convenience stores such as Holiday, Coborns, and Wal-Mart. These stores aided my growth in “people skills.” At Wal-Mart I was the most decorated employee receiving 6 customer comment cards.

8. What experiences have you had which would be helpful when you begin teaching?

Student teaching with Mr. Gainey was a tremendous help. He watched and reviewed every aspect of my teaching. He gave me pointers to correct weak areas. My respect for him grew as I talked to fellow faculty members and was able to hear them praise his teaching also. I was able to talk to my high school students about him, and they remembered him. All they could say were praises for him. I knew this experience would shape the rest of my teaching career.