My Teaching Philosophy

The shifting of emphasis from teachers presenting information to students learning through active involvement is known as inquiry-based learning. This philosophy is at the heart of my teaching. Learning in this way enables students to go beyond hands-on activities, to be able to think critically and to interpret and reflect on their experiences to develop new ways of thinking.

My approach to teaching is rooted in two important assumptions: First, I believe that students have a great deal to learn from one another. Second, I view my role as teacher more like a facilitator whose purpose is to help students redefine their relationship to science. In my classroom I become partners with my students in discovery.

I envision our science students working together to solve real environmental and social problems. Throughout this portfolio I give examples of my work that show this to be possible.

"I see no greater purpose in studying science than to engage youth in becoming partners in figuring out how we can live peaceably and sustainably on this earth."   ~  Jimmy Karlan (Antioch Adviser)

It is through this context that I explore science with my students.

"We must be who we want our children to become"

~Joseph Chilton Pearce

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"Observation is not enough. We have to understand the significance of what we see, hear, and touch."

~ John Dewey