Toochi Enworom

This semester the class that I’ve had the most opportunities to teach is the AP biology

class. I have gotten to know the students well and use my knowledge to help personalize their

learning experience. The class consists of 12 students from diverse backgrounds. This class is an

elective course and some of the students did not take a chemistry class beforehand. Since my

mentor teacher teaches chemistry, I’ve been able to mimic her teaching methods to support those

students. Teaching this class has helped me in my content mastery. The course mimics a college

course in requiring the students to think critically and analytically. As an instructor, I

consistently consider the rigor of the class and aim to challenge and engage the students.

In Lois Weiner’s article “Why Is Classroom Management So Vexing to Urban

Teachers?”, she discusses the technique of reframing as a way to address problem behaviors

within in the classroom (Weiner, 2003 p. 310). Reframing encourages a more neutral response to

the behavior with a positive outlook. Introducing this method to my classroom would be very

beneficial for my students. This semester we have not had many problem behaviors, but I think

this is because my mentor teachers have good classroom management skills and have built a

rapport with the students, which is an important piece. I have had difficulty with students not

working to their full potential and sometimes view that as a problem behavior. If I view this

behavior in a more neutral light than I will be further motivated to work with my students and

discover how they learn best.

Reframing my thoughts on the problem behavior identified above connects to the concept

of differentiation. In wanting to help my students be motivated, I have been striving to offer

various methods for them to learn. Tomlinson discusses how each individual has an image of

how school should be done and this semester I’ve been able to read articles that help me see how
I believed school should be done (Tomlinson, 2014, p. 152). I’ve learned that my original image

consisted of students sitting while being lectured and every so often engaging in a laboratory

experiment. Last year, when I taught earth science and math, I assumed lecture was the best way

to learn but I could not ignore the joy my students expressed whenever we got to do an

experiment. Those times were filled with a lot of questions that they would not have had the

opportunity to ask if they were just reading the text. This semester in the methods course, I was

able to access the research that changed my image of schooling. I learned that lecture is not the

most beneficial way to teach students. For my students, they work best by doing instead of

hearing or reading. I have been spending less time lecturing them and more time having them

engage in an ADI or CER investigation. I’ve been impressed with the questions and arguments

they create and how they are able to pursue answers instead of being given them (Sampson and

Grooms, 2010, p. 32).

Another topic that we’ve discussed that I’ve been able to use in the classroom is

embracing diversity. My students come from some diverse backgrounds with different cultural

influences inside and out of the school. As an educator, I have grown more aware and

knowledgeable of how these differences are connected to how they learn. For example, I recently

attended a training that covered the lack of diverse representation in all subjects. After the

discussion, I spent time reflecting on how in science I highlight scientists that don’t necessarily

look like my students. I want to take the time throughout the semester to highlight different

scientists who look like my students and recognize their contributions. In doing so, my hope is

that my students will feel connected to and inspired by their achievements and motivated to

purse greater things. With one student in particular, I shared with her how I was researching the

first African American nurse, a career she wants to pursue, and thought of her. She smiled when
she heard this, and I knew that it’s important for her and all of my students to be reminded of the

opportunities available to them, regardless of any barriers.

 References

Sampson, V., & Grooms, J. (2010). Generate an Argument: An Instructional Model. Science

Teacher, 77(5), 32-37.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All

Learners. Alexandria, VA: ASCD.

Weiner, L. (2003). Why Is Classroom Management So Vexing to Urban Teachers? Theory Into

Practice, 42(4), 305–312. https://doi.org/10.1207/s15430421tip4204_7