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In this section, provide an example of how a teacher might understand "teaching as science".

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In this section, provide an example of how a teacher might interpret teaching through "teaching as art".

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In this section, provide an example of how a teacher might interpret teaching as "teaching as service".

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During my freshman year of high school, I started to learn electron configuration in chemistry. Science was never my strongest subject, so I struggled. One day, my teacher noticed many of her students were having difficulty grasping the lesson. She had us get into groups and handed us different colored marbles and a circular tray. The different colored marbles represented the orbitals, and the tray represented different energy levels. This alternative way of learning electron configuration was the main reason I passed chemistry!

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During my first semester at Endicott College, I enrolled in the Go Green LLC program. Living Learning Communities (LLCs) allow college students to choose a topic of interest to study alongside their English 112 course. I decided to participate in an LLC because I have always been interested in environmental and sustainability efforts. All LLC students were required to create and organize a project that would address an issue we found on campus. I really enjoyed learning more about different environmental efforts on campus, and I was also given a chance to enhance them!

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An example of a teacher understanding "teaching as a science" would be having an organized binder for substitutes that includes a seating chart, worksheets, and information on students' extracurricular classes (like gym and art).

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Establishing essential and effective systems for tracking student progress through all curricular areas.

Understand the curriculum's scope and sequence and identify when each child is ready for the next steps.

Teachers need to identify where each child is with their learning and know the steps to get them where they need to go.

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Integrate the theme of study throughout all curricular areas.

Effective classroom design encourages clear sightlines, student collaboration, and concentration while being mindful of safety and not allowing space for running in the classroom. In doing so, it demonstrates the foresight to uphold student safety.

Having the flexibility to understand where each child is with their learning and the ability to pivot between them while keeping each individual on their learning path.

Knowing how to change the energy of a classroom from a loud, unproductive state to a calm and focused environment through subtle cues from the teacher and subtle changes in the environment.

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When I think of teaching as a service, I think of the times when I have needed to connect families to outside services to support their child or provide additional parent education.

Teaching as a service also involves establishing well-developed ground rules that establish a community culture of kindness and respect within your classroom and the greater school community. For example, my preschool classroom and greater school community refer to being kind, gentle, and safe as our school community's established core ground rules. We always go back to these pillars for any conflict that may arise. A significant amount of time through the beginning weeks of school is focused on teaching and reinforcing these groundrules.

One of our first collective classroom activities is creating a poster of our kind, gentle, and safe groundrules where each child adds their handprint to the poster and colors it in. This is a great way to get each child to buy into the groundrules. The teachers also added their handprints and the children seemed to love the poster. This poster is permanently displayed in our meeting area and serves as a place to revisit if a challenging peer conflict should arise.

Establishing these ground rules early in the school year lays a solid foundation for your classroom management and the year ahead. ~

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An example of a teacher understanding teaching as a science might be having an updated daily chart of progress for the class. With each days requirements on the board so each student knows what is coming and how much further there is to go.

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When I think of an example of teaching as art I think of a teacher being able to think outside of the box. In an English class instead of reading a play or a novel, the students could act it out. Visually see what the author was trying to bring to life with their words.

Having the ability to adjust and think creatively to achieve the same goal in a more engaging way.

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Teaching as service to me is a reminder that the students in your class are the future community members, future leaders, and your future peers.

One of the best examples of this in my own life is a leader I had, who explained to us that a leaders job is to serve those below them. I think of this in terms of teaching as being there for your students. Your goal is not to get test scores but to develop good citizens.

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An example would be using data to identify areas that the student could use improvement and also measure the students progress throughout the school year.

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I think an example of teaching as art is bringing"books" to life! Having the students design and create their props, making puppets and performing the text/books they are studying.

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When I think of teaching as a service. I think of myself not as an educator but as a mentor to my students. I understand that each student is different and special in their own way. I want to build strong meaningful relationships with my students, and parents. I want a lasting impact on my students and community.

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Teaching as science

It requires keen observation and a wealth of life knowledge. Every day, one must consider what to bring to the students that aligns with their learning needs. For example, in September, themes could include autumn, pumpkins, pumpkin seeds, and the life cycle of pumpkins. many things as so.

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Teacher as Art

requires a teacher to have rich life experiences and a keen observation of life. For example, in September, teachers can focus on the beauty of falling leaves, guiding students to collect leaves and create leaf art projects. This helps students appreciate the beauty in everyday moments and understand the changes happening around them.

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Teaching as Service

As a Montessori approach teacher, I deeply understand the concept of teaching as a service. It involves providing students with the space they need to become the individuals they aspire to be, offering assistance whenever they require it. This approach demands confidence, extensive knowledge, and a constant readiness to support the students.

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A teacher that understands teaching as a science makes data informed decisions and practices. Assessing and adjusting as needed based on student outcomes.

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A teacher that understands teaching as art will use intuition and empathy to create a supportive and encouraging learning environment. For example, a teacher notices that a student is feeling particularly quiet and withdrawn. Instead of immediately addressing the issue publicly, the teacher may approach the student privately, demonstrating empathy and understanding. By asking the student how they are feeling and actively listening to their concerns, the teacher can provide the support needed to help the student feel more comfortable and engaged in the classroom.

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In my experience, when I see teachers demonstrating selflessness and a genuine commitment to the well-being and growth of their students, it truly exemplifies teaching as a form of dedicated service to others. This might include extra work with students that are struggling or advocating for school resources and policies that benefit students best interest.

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A teacher that has gone through many trial and errors of experimenting to see what works best for them teaching and what works best for their students to learn.

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A teacher who gets creative with how they teach their students, using everything around them, their classroom, and their students lives to help them learn.

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Teachers knowing that those students are the future and helping each one with almost anything. Learning about their students and their lives, and maybe future plans of what/who they want to be.

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An example of a teacher understanding “teaching as science” would be a teacher who collects and analyzes students' performance on assessments, quizzes, and assignments to identify trends in the class and areas for improvement. With this information, they adjust their lesson plans or teaching strategies. The teacher I was with for internship used to do this every day with her students.

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An example of a teacher interpreting “teaching as art” is a teacher who designs lessons that tap into students' passions, emotions, and real-world experiences. Instead of always sticking to the curriculum, they adapt it based on students' interests and try to be as relatable as possible.

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An example of a teacher interpreting “teaching as service” is a teacher who has an inclusive classroom by ensuring that all students, regardless of background or ability, feel respected, valued, and heard in and outside the classroom.