The “sage on the stage” method characterizes my early years as a chemistry teacher, to the detriment of my forgiving students. After mastering the curriculum, gaining a knowledge of how adolescents learn, and deconstructing our state exam, I decided to step out of my comfort zone and allow my students to take charge of their learning - and I’ve never looked back! Once my classroom became a place of inquiry, discovery and collaboration, I noticed a real change in student engagement, assignment completion and exam performance. If you’d like to bring about positive changes in one or more of your classes, read on!

Many teachers would rather not hear those two words in the same sentence. Not only are “staff development days” disruptive to student learning, they rarely help teachers reach goals for intended growth. Targeted after-school offerings are more effective but require time commitments that few are able or willing to make. Teachers ARE professionals, however, and many DO want to improve their craft! But let’s face it, many of our good intentions go by the wayside once the year starts and we get busy. As time rolls on, we put our PD handouts in a drawer and carry on teaching “the way I’ve been doing it for years.”

As an adjunct in a successful teacher education program, I’ve worked one-on-one with preservice science teachers throughout their year-long residencies. The mentoring that took place was invaluable to both the intern AND myself, with students benefiting from our combined efforts. I’ve also worked in a large school district with a dedicated science adminstrator, so teacher support and collaboration happened organically. This is often not the case in smaller schools and districts. If you are at a place in your career where you’d like to grow as an educator, consider the benefits of personal mentoring right in your classroom!