This is the source of my knowledge in pedagogy. This is where I am learning to connect my various background knowledges (all over the map) to pedagogy. Much as I will work to help students connect their prior knowledge to new concepts in Physics, the university will help me connect my background knowledge to my future teaching.

Short but impactful year in graduate school. Lessons learned included how to learn as much as possible from failure. What's really important in theater (hint it's storytelling)

This is the source of my academic vocabulary and knowledge about both theater and physics.

As a physics teacher, the majority of my students will be 11th or 12th grade students. I believe they will come into my classes with a multitude of background knowledge. A lot of that knowledge will be similar to physics (a way of understanding the world around them) but not actually physics. I think they'll come will some knowledge of physics from previous classes and or information from observations in life and media. This thought leads me to think they may quickly understand some of the concepts I'll teach, but I'll need to work on the scientific literacy (vocabulary / language / processes [e.g. when creating a coordinate system and moving to the left, the numbers decrease.]) As I consider reading fluency, I know that even the best readers can get lost in something as dry as a physics text book so I will want to augment/supplement/replace texts with other options in order to engage students and help those lacking the science literacy from previous classes in MS and HS. I would also expect that most students would have some math literacy, but not enough that I wouldn't make plans to scaffold the math necessary for particular lessons. Teaching a science class that expects science literacy from previous classes will be a challenge until I know what classes and teachers came before me so to speak. All I can say is that I will need to remind myself constantly in the beginning of teaching that I need to know my students before I plan too much, or I might make plans that don't do much at all.

Students (families) are so much more mobile than in my childhood. It is important to remember that a majority of students might not have grown up in Minnesota. Welcoming them and their diverse cultures will be helpful in improving the student teacher relationship.