My role and philosophy as a biology teacher have been in a continual state of evolution since the first day I began teaching.  Early in my career I thought of myself as a teacher of the content, and I hoped that my experiences and love for biology were reflected in my teaching.  Then, as now, I believe it is essential that my students acquire an appreciation and understanding of the importance and value of the biological world.  As I have grown as a biology teacher though, I have taken on many other roles in my classroom to help convey that understanding. 

I act as a facilitator to my students in their active learning and development of critical thinking skills by creating an environment of inquiry-based learning.  The study of biology is an active and continual process, and I provide my students with many opportunities to ask their own questions and to learn.  These opportunities are designed to develop my students’ abilities to gather, analyze, and synthesize information in novel ways.  The instructional strategies I use to promote critical thinking, reflection, and problem solving include cooperative learning and problem-based learning.

As a coach, I am there for my students to train them in the ways of science.  The term science refers to a system for acquiring knowledge in search of truth.  There are many different means that I use to help students improve their learning in their acquisition of biological knowledge.   By making my classes both challenging and meaningful, I emphasize the understanding of the processes that occur in living organisms and not just the memorization of related facts for regurgitation on a test.  I ask my students to gain an understanding of the role of these related facts in the larger concept.  Another means I employ is open-ended experimentation that encourages students to ask their own questions and go beyond the individual experimentation.  I have found that students’ depth of thought and understanding is much more complete as a result of this type of experimentation than on “cookbook” experiments. As a coach, I also train students in the use technology to help them find information that will support their study of biology, manage the vast amounts of information available to them, and provide them with the intellectual tools to critically evaluate that information.

Another role that I accept is that of a learner.  Much has changed in the world of biology since I received my degrees in biology.  Since then I have learned how to do electrophoresis, microarrays, labs with probeware, and use a supercomputer.  I have learned about DNA sequencing, bioinformatics, new mathematical skills, and countless other new ideas.  There is something special about learning alongside one’s students.  I have found that it generates a feeling of collaboration between me and my students that brings us together as a learning team.  From that point on, the sense of team inspires a partnership between my students and me where we are both responsible for the learning that occurs in my classroom.

In conclusion, I would like to say that teaching biology is not just a job for me.  It is a way of life that combines a subject that I love and which I am continually learning about with the opportunity to share it with young people that have their whole lives ahead of them.  I believe that all students should be exposed to biology because it covers some of the most important concepts that affect human life on earth.  It is an honor and a privilege to have the opportunity to share this learning experience with my students so that they will be better able to contribute as members of their community.  It has also been an honor to work with teachers on a national basis through conventions, my writings, and Rutgers University.  Collaboration at the national level has improved my teaching skills and I believe that I have had a positive impact on those teachers which whom I have had contact.