~ Philosophy of Education ~
Every student deserves a meaningful, challenging, hands-on education that is full of self-discovery. Through the exploration of science one can awaken their natural curiosity, utilize their creative powers and pursue their personal interests. Real science is not performed by memorizing facts and formulas but is an active process of questioning, observing, investigating and reflecting. Through an inquiry-based learning approach I seek to create applicable real-world relevance for students and help to foster in them an appreciation of science and the natural world.
In my classroom students are encouraged to voice their opinions, think critically and question scientific theories. I strive to disprove the myth that science is an infallible, unattainable foreign language. Much of the reason I became a science teacher is due, to the inaccessibility and lack of interest in science that is evident in the youth of our society. Science allows students to take an active role in learning by solving real problems at their schools. For example, if their school is generating excessive amounts of waste, they will be given the opportunity to take action and implement composting and recycling systems. Through solving real, tangible problems students take ownership of their education and in turn become empowered young people.
Each and every student is unique with different learning styles and ways of thinking. In my classroom, creativity and self-expression are encouraged by allowing students the autonomy to choose the means of representation for their projects. My role as a teacher is to facilitate student independent learning, which does not have a predetermined destination but is a life-long journey. To foster life-long learning, I strive to be flexible and allow for authentic learning experiences to occur. I strive to inspire a community-centered classroom culture where students feel safe and can openly express themselves. The classroom should be a place where mutual respect is of foremost importance.
Above all else I want to empower my students to think and act for themselves. Students are not “blank slates” waiting to be filled, but are full of knowledge and their own understandings. By devoting time for conducting scientific investigations based on questions students generate, students are able to create their own meaning. Student relevance will emerge from the exploration of their own experiments. Teachers are not the sole “keepers of knowledge,” and students deserve to have interests considered and their voices heard. By building connections and strong relationships with my students, I strive to inspire confident, empowered young people who will continue to be inquisitive throughout their lives.
~ Sarah L. Ferrell
In my classroom students are encouraged to voice their opinions, think critically and question scientific theories. I strive to disprove the myth that science is an infallible, unattainable foreign language. Much of the reason I became a science teacher is due, to the inaccessibility and lack of interest in science that is evident in the youth of our society. Science allows students to take an active role in learning by solving real problems at their schools. For example, if their school is generating excessive amounts of waste, they will be given the opportunity to take action and implement composting and recycling systems. Through solving real, tangible problems students take ownership of their education and in turn become empowered young people.
Each and every student is unique with different learning styles and ways of thinking. In my classroom, creativity and self-expression are encouraged by allowing students the autonomy to choose the means of representation for their projects. My role as a teacher is to facilitate student independent learning, which does not have a predetermined destination but is a life-long journey. To foster life-long learning, I strive to be flexible and allow for authentic learning experiences to occur. I strive to inspire a community-centered classroom culture where students feel safe and can openly express themselves. The classroom should be a place where mutual respect is of foremost importance.
Above all else I want to empower my students to think and act for themselves. Students are not “blank slates” waiting to be filled, but are full of knowledge and their own understandings. By devoting time for conducting scientific investigations based on questions students generate, students are able to create their own meaning. Student relevance will emerge from the exploration of their own experiments. Teachers are not the sole “keepers of knowledge,” and students deserve to have interests considered and their voices heard. By building connections and strong relationships with my students, I strive to inspire confident, empowered young people who will continue to be inquisitive throughout their lives.
~ Sarah L. Ferrell