While sitting in my secondary science methods course last week, the topic of being prepared for full-time teaching was brought up. As all seven of us looked around, in our last semester before student teaching, an air of nervousness arose. We’ve been in courses for almost four years now that focused on preparing us for our future careers as educators; however, we still have questions that we can’t even put into words. It is often said that you’re never truly prepared to be a teacher, and as I was sitting in my class this issue became more pressing than ever. How can I get answers to questions about teaching that I might not even realize I have?
As if the universe was listening, I was offered the opportunity to review Answers to Your Biggest Questions About Teaching Secondary Science: Five to Thrive, by a team of educators including NABT member Enya Granados. This book is a guide focused on helping newer teachers answer big questions about teaching and managing a classroom ranging from “How do I build a positive science community?” to “Where do I go from here?” These main questions are further broken into smaller questions, similar to the process done to create a good lesson plan (p. 60). Throughout the book, resources are given in the margins to offer readers various forms of learning and ways to help answer the question of where to go from here? Answers to Your Biggest Questions is an essential guidebook that I think not only newer teachers should read, but also those experienced teachers who want to refine and reflect on their practice.
Throughout its six chapters the book examines the roles of identity, interaction, and management. The first chapter focuses on the idea of building a positive science community. This is done by consistently trying to learn about and understand a student’s identity, integrating healthy conversations within the classroom, and creating relationships with caregivers. Noted in this part is how to shift a student’s narrative regarding their science identity to a positive one. This chapter is for those who want to build a more equitable and supportive classroom and offers great resources on how to build cultural competency as well.
Chapter 2, the longest chapter, focuses on the broad but critical topic of classroom management. A very helpful tool within this chapter is a chart of helpful items to stock within a science classroom. Further, this section covers various areas of classroom management, from planning a unit to grouping students. I think this chapter is the most beneficial for teachers who are not yet confident in their classroom management abilities. Not only does this chapter help with various logistical aspects of a classroom, but it also offers a focus on how to incorporate the three NGSS aspects of disciplinary core ideas, science and engineering practices, and crosscutting concepts into lessons.
The next three chapters focus on engagement, discussion, and assessment. Chapter 3 utilizes the idea of project-based learning within the classroom and proper integration. Covered in this chapter are various ways to shift the role of students from learning about science to figuring out and doing science. Chapter 4 covers discussions and how to foster positive discourse within the classroom, as interaction is a main point in this book. I liked the subsections that discussed how to plan for various forms of discussion (partner, small-group, whole group), as I often struggle with not only choosing the most effective form but also how to integrate planning and timing. Chapter 5 covered the idea of assessment: planning assessment, the various forms, and using assessment as a measurement for student learning. Educators are constantly being asked about the topic of assessment and why specific assessments are used. This chapter helps build a foundational understanding of assessment and its various uses.
The last chapter focuses on growth, which has occurred for me just by reading this book. Answers to Your Biggest Questions About Teaching Secondary Science offers resources and ways to improve on being the best educators we can be, even if that is a role we haven’t stepped into yet. This guide offers beneficial information for everyone in an easy-to-read, color-coded format, a teacher’s dream! When the topic of being prepared to be an educator is brought up again, I don’t think I’ll feel as nervous, having read this book.
University of California Press