March/April 2017 – Vol. 29 No. 6

Welcome Back!

Posted: Tuesday, September 3rd, 2013

by Laura Henriques

I love the start of a new school year! While I have yet to start a year without wishing for just one more week before school starts, I am always eager to get back into the classroom to be with the students. I’ve worked in elementary, middle, secondary and post-secondary classrooms and it’s the kids that keep me going. They challenge me to be a better teacher and a better person as I endeavor to help them develop into the best versions of themselves. What a great responsibility and awesome opportunity we have each year! The work we do, day after day, enables students to learn and grow. Parents send us their children, trusting that we are going to do what we can to help them blossom into productive, kind, learned people. We are privileged to play a role in this process.

I recently read a children’s book called The Three Questions (by Jon J. Muth, based on a short story by Tolstoy). The protagonist in the book asks three questions: When is the best time to do things? Who is the most important one? What is the right thing to do? The answers to those questions serve as a gentle reminder to us as we step back into the classroom.

When is the best time to do things?

There is only one important time, and that time is now.

The time we spend with our students is our most important time. We need to be sure that when we enter the classroom we have done all we can to ensure that it is quality time. We need to be well planned, create meaningful learning experiences that engage our learners, and take into account what we know excellent teaching and learning looks like. Each day we have with them matters. In spite of what it feels like in September, our time with students is very limited. We need to prioritize our learning goals, ensure that our time is efficiently and meaningfully used, and that the learning opportunities are maximized.

Who is the most important one?

The most important one is always the one you are with.

The reason we do what we do day after day, year after year, is the kids. While many of them already think that they are the center of the universe, when they are in our classrooms they should at least be the center of our universe. We need to give them our undivided attention and make sure that they know we are committed partners to their success. We must be sure that the units and lessons we teach are created with them in mind. Lessons need to be developmentally appropriate, student centered, allow for differentiation (we all know that a class is filled with students of varying abilities and backgrounds), and be engaging. This is a tall order to fill, but it is what we are charged to do as professionals.

What is the right thing to do?

The most important thing is to do good for the one who is standing at your side.

The most important thing we do is to help our students on their journey from child to adult. As they learn science content, scientific and engineering skills, and develop a sense of awe about the world around them, students are also learning how to learn. Empowering a student to be an independent learner, a critical thinker, a critical consumer of information is heady stuff. When a child (no matter what their age) leaves our room with these skills, we have provided them with tools that last a lifetime.

As you step back into the classroom this fall I encourage you to keep the story’s three questions and answers in mind. Make the brief time you have with your students – one year from their entire life – make that time important. Make the students with whom you work feel worthy and respected. Make what you do with them something worth doing.

On behalf of all the kids you’ll teach this year (most of who won’t think to tell you), thank you! Thanks for the time you take to grow as a professional, the effort you give to creating valuable learning opportunities, and the time you sacrifice away from family and loved ones to make learning and growth happen in your classroom. Have a great year.

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and past-president of CSTA. She serves as chair of CSTA’s Nominating Committee and is a co-chair of the NGSS Committee.

One Response

  1. Thanks, Laura, for reminding us of what is important as we get wrapped up in the day to day chaos that is the start of school. I look forward to reading your column as the new CSTA President. Thank you for your vision and leadership.

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LATEST POST

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Posted: Monday, March 27th, 2017

The California Science Teachers Association (CSTA) stands with our science and science education colleagues in endorsing the March For Science and its associated activities.

The decision by the CSTA Board of Directors to support the March for Science was based on the understanding that this is an opportunity to advocate for our mission of high quality science education for all and to advance the idea that science has application to everyday life, is a vehicle for lifelong learning, and the scientific enterprise expands our knowledge of the world around us. The principles and goals of the March for Science parallel those of CSTA to assume a leadership role in solidarity with our colleagues in science and science education and create an understanding of the value of science in the greater community. CSTA believes that the integrity of the nature of science and that the work of scientists and science educators should be valued and supported. We encourage your participation to stand with us.

There are over 30 satellite marches planned for the April 22, 2017 March for Science in California (to find a march near you, click on “marches” in the upper right of the main page, select “satellite marches” and use the search feature). We encourage members who participate in the March for Science to share their involvement and promotion of science and science education. Feel free to promote CSTA on your signs and banners. For those on social media, you may share your involvement via Twitter, @cascience and our Facebook groups.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Monday, March 13th, 2017

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Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Monday, March 13th, 2017

Volunteer

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Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Monday, March 13th, 2017

by Marian Murphy-Shaw

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Written by Marian Murphy-Shaw

Marian Murphy-Shaw

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