r/ScienceTeachers

Our admin sometimes gets on our back about this. But the science teachers feel they are doing their best and there are other unacknowledged factors. English and math classes enjoy much smaller class sizes with frequent second adults in the room since their subject is a four-year graduation requirement. They also do not teach freshmen during the last period of the day, and science teachers do.

I've taught 9th grade biology almost every year of my 11 years teaching. Bio is always the freshman class with the highest fail rate. In any school I've taught at. We put a lot of thoughtful interventions in place to help students succeed, but sometimes we get annoyed at the unfair comparisons to other subjects.

Does your school see similar trends?

At our school, science teachers are responsible for teaching the Sex Education curriculum at some point during the year. I typically teach it toward the end of the year since families have the option to opt out and the curriculum is not graded. Timing it this way also gives me additional flexibility as I wrap up grades and coursework, while students remain highly engaged because the topics are directly connected to their own health and development.

One of my favorite parts of the curriculum is the anonymous question activity. Students submit cards with questions they would like answered, and I respond to all questions that are appropriate and non-personal. This year, I am teaching 6th grade for the first time in my 30-year career, and their questions have been thoughtful, sincere, and often very funny. My favorite so far is "Why is everything so weird?" Do you have a favorite?

AI is here for a while, and problems and risks now start to be very clear in classrooms.

I wonder what you would come up with.

Guidelines, boundaries and/or [places where it is or is-not ok] about Ai. In the classroom, and at school. Long term (10+ years) student, pedagogical and education health as the main premise.

What would you put up as input for an e.g. fictional guideline poster?

I found out today that I am teaching the same biology class six times next year, my entire teaching schedule. Fortunately the school I teach at uses block scheduling so I won't see each class everyday. But still, at some point I will be teaching the same thing to six different classes. I had five sections a couple years ago and it was awful. By the time the last class rolled around, my 40 minute lesson was shortened to almost 20 minutes. That isn't fair to students.

Any tips, tricks or general advice on avoiding this hell-level monotony for a teacher?

I've considered of a flipped classroom approach, where I post a short 10-minute lecture video (i.e. EdPuzzle) of the lesson 1-2 days beforehand. But given the quality of students I will have, they won't watch the lesson ahead of time. I've also thought of pausing/delaying the curriculum for the first week of school for a group of classes.

FYI my pedagogy is mostly direct instruction.

Lastly, this was intentional from administration so I'm curious if there is some other reason for this assignment schedule.

Appreciate the feedback

Hi,

I teach honors chem and I just tried to take the AP chem MCQ and I honestly didn’t know how to answer most of it. I teach topics in honors that connect to AP and help prepare the students (for example net ionic equations, Hess’s law, IMFs, partial pressures, etc.) so I thought I would be able to understand most of the AP content but I was surprised.

I’m weirdly stressed that I lack that content knowledge. I don’t want to teach AP chem ever and my school has the position filled, but in a way I’m feeling like an impostor for not knowing AP level of my content area lol. It’s been so long since college too. Am I over stressing or is this ultimately important?

I’m a first year high school teacher in USA. Students are cheating on tests they take on their laptops. They have to use their laptop for “data.” Our department argued for scantron but was overruled. Phones are put away during test. I know they are switching desktops when I’m not looking. We do have lockdown browser on. Any suggestions?

Looking for something fun and different to teach after testing?

We just released Micro Matchups, a free NGSS-aligned middle school unit where students watch real microscope footage of protists hunting, fleeing, and competing. It's meant to fit into one 50 minute class period, with presentation, videos, worksheets, all ready to go.

Students first try to predict the winner between 2 protists (like Lacrymaria vs. Halteria), based on size and evolutionary adaptations in a Pokemon-style matchup format. Then they watch world-class microscopy footage licensed from James Weiss / Jams Germs. A reaction video with Duke ecologist Dr. Jean-Philippe Gibert follows each round to scaffold deeper understanding about microscopic food webs, predator-prey interactions, and ecology.

It’s like the Serengeti in a drop of water.

It's free to you, thanks to NSF funding:
https://teach.galacticpolymath.com/units/en-US/21?t=ov

Would love feedback from any science teachers who try it.

I’m a full-time science/cte teacher, and I’ve always ended up using spreadsheets to track student progress and mastery over time.

But I’ve found spreadsheets get messy quickly when trying to track growth, especially when working with skills or standards. Our PLCs all have different spreadsheets.

I decided to build a small desktop app that keeps all the data local on your computer. This is designed to help track student mastery/progress in a more structured way:

• organize students by class
• track skill/mastery over time
• reduce reliance on complex spreadsheet setups

It’s still early, but I put together a few screenshots of what it looks like so far. I was a bit limited on what I can show since I have real student data in my program.

I’m not trying to sell anything right now, I’m just trying to figure out if this actually solves a real problem for other teachers or if spreadsheets already handle this well enough. I've just been testing this with my PLC so far with how we do things in my school.

Would something like this be useful in your classroom?

https://preview.redd.it/77efajetby0h1.png?width=1890&format=png&auto=webp&s=902950e845381816d3391607f4ec22f558b65a11

https://preview.redd.it/vqf3jjetby0h1.png?width=1476&format=png&auto=webp&s=f671880d2d7ed95636d7514b96ca1340917ace14

https://preview.redd.it/cel51metby0h1.jpg?width=1896&format=pjpg&auto=webp&s=7637e798199c7f08f55c5e57ccfc36e1fd96616c

Ive been teaching Honors chemistry and AP chemistry for 6 years. Honors chemistry is a breeze, there is time for demoing problems, group work, independent work, activities, labs, it never gets boring because there is so much variability.

AP chemistry is another story. Because of the giant breadth of content coupled with students off all levels I inevitably spend 90% of the year being the sage guiding them through solving the various question types associated with each subunit. I generally print them a work packet that has all the problems for the entire unit printed and we work through them together each day with me at the white board guiding them.

It gets repetitive but I get students to pass each year so there is that. I’m the only one at my school and don’t know what others are doing in other class rooms. I know it’s always going to be a grind but it kills me when they come beck next year with so much enthusiasm because they loved my honors class only to find it’s a world apart from what they thought a second year with me would be like.

Has anyone else felt this way? Thanks for sharing your insights with me. :)

First year teacher here. My classroom management lacked a lot in the year because I was focusing mostly on content. Luckily, I have a lot of curriculum built now so next year I can focus more on management. My kids aren’t super bad, but I need advice because I know it came from just lack of consistency.

I’m a young female teacher and I’m pretty tiny. I’m usually perceived as “nice”, which I think is somewhat good but I don’t like it as a compliment for teaching bc that could also mean pushover. My school doesn’t have a no phone policy, so some of my biggest struggles with classroom management have been phones and kids talking while I’m talking. It’s so disrespectful to me when I’m giving instructions and a handful of kids are on their phones, but admin doesn’t have anything to back me up on that. Regarding kids talking while I’m talking, I don’t let them do that now, like I pause and call them out or wait etc etc, but it’s a constant thing I have to do just because I wasn’t strict enough about that earlier in the year. I just let side bar conversations go on which was such a mistake. I’ve caught a handful of kids cheating recently, using AI apps to scan and write lab reports, do their assignments in class, etc. and they cheat right in front of me. I give them zeroes when I catch them, but it’s so frustrating. Oh yeah, a couple periods have always been in the habit of stopping ~5 min before the bell and starting to stand by the door which bothers me so much. I tried telling them for a couple months not to do that but it literally just kept reappearing as an issue. Again, my fault, but certain things I gave up on because they didn’t seem like worthy battles, but now I have a ton of small battles seeming like one big one.

I just feel like they perceive me as stupid and I know it’s because I haven’t been firm enough in the beginning of the year. I let too much slide and now I know next year to be more consistent from the very first day of school, but honestly I also was nervous because I was a new teacher both in general and to the school and was unsure of my power. I’ve been very good with routines, like I definitely keep the kids busy and that helps, but it’s more so the demanding respect aspect that I struggle with. This late in the year, I’ve struggled because I’ve been trying to implement that but they’re not used to be snapping about phones and demanding their attention which is completely my fault, but I’ve lost multiple of them in multiple periods. Again, they’re not bad kids and don’t do anything referral worthy, it’s just a reflection of my lack of follow through and I feel embarrassed. There’s only a couple weeks left in this school year, but I need advice for the next year and how to prevent this from happening.

i have a male bio teaching retiring this year and i really like him and wanted to get him something.

We were told this year that we are no longer allowed to do printed notes, but have to have the kids create them in a lined paper notebook. Is this the more Openscied way? Honestly, it's not my favorite curriculum and it's extremely dry.

I'm currently teaching 8th grade science and need some ideas on safe/ low hazard activities to finish out the year. The school has a severe behavior management issue and we haven't done many activities so far.

- Its the end of the year so I dont care what branch of science, ill give a crash course on it. More so trying to occupy them.

- Needs to be low risk. These kids have no self control.

- We have no lab room, just a classroom. Also can't go outside.

- Low cost

I might be getting my hopes up too much but I feel bad for the kids that are truly interested, they sat hopefull the others would behave so we could all do something. Most behavioral children will be pulled out for testing in the coming weeks and it would be nice to do something hands on while I have a reduced group.

Thoughts appreciated. Seattle area.

Career changer here, maybe!

I have a bachelor's of science and master's in food systems. Over the past 7 years, I have been a winemaker, culinary gardener, community conservation organizer, and now work as an environmental educator on a nonprofit farm, developing fields trips and workshops.

I am looking for recommended WA science teacher certification programs in the Seattle area. Also interested in work placement for job security. Do you have similar experience?

Biology seems reasonable, considering my background in agriculture and outdoors, though I have a love for politics and history too. Chem would be challenging, but doable. My ideal role would be earth science and garden teacher for some funky school, but I can button up nicely as needed.

Conversely, what does it take to teach at the community college level?

My partner also works in schools, so that could be nice. Long term, the stability and summers off together would help start a family.

Your advice?

I'm not happy with my honors physics class. I'd like to do something different next year.
I have access to the following resources:

1. NJCTL.org
2. Holt Physics Textbook and Materials
3. Mr. Murray's Physics Worksheets
4. Mrs. Brosseau’s Binder

I have also used positive physics, but always felt it needed supplemented with notes which is a pain. Plus I'd like to do tests on paper instead of through the web portal.

What do you recommend? I don't want to buy anything new, but I'm not sure the best way to proceed.

I’m teaching 6-8th grade science for summer school and I am trying to wrap my head around what’s realistic. I have two sessions that are each 14 days long for credit recovery. Labs? No labs? Mini-lessons only? What keeps kids engaged when it’s 100+ degrees outside and they’d rather be anywhere else?

This is my first time doing summer school and the curriculum is up to me. What worked for you and what absolutely did NOT?

I recently got an adjunct job at a local college for a non-majors Bio course that meets two nights a week. I am a High School Biology & Chemistry teacher with a master’s degree in Bio (I was a researcher for a few years). The department head was pretty honest that the material for the course is dry & is it often seen as an after thought from full time/tenured staff. I have permission to “clear house” & start from scratch. He was right, it’s pretty outdated & dry stuff.

I’ve taught dual enrollment and will teach AP Bio next year, but need direction on appropriate materials (lecture slides, notes, labs, case studies, etc). I feel like since this is non major, my dual enrollment/AP stuff is too advanced, but it is still college so my typical Bio CP is not challenging enough. Could any of you point me into the right direction where to find this materials? Or give me advice on what to do with my existing notes? This could be a solid chance to get ADULT learners engaged in the sciences.

Also, anyone else adjunct while teaching K-12? What is your biggest advice? Should I reach out and network to full time staff or just stay low?

Thanks!

I have to decide between two districts and I'm struggling because there's no clear "better" choice. I've tried making and weighing different categories and it's coming to about the same. So I'm hoping to get some insights and new perspective. Commute is not an issue cause I'm moving so I can find a place suitable for each school.

Any insight or opinion would be helpful for me. I know there's no wrong choice but I want to make sure I'm not jumping the ship in panic.

If I'm missing anything to consider, please let me know too.

School 1 (Current)	School 2 (Potential)
- teaching biology and I have the curriculum done for it	- teaching chemistry and I would need to re-adapt curriculum for new standards
- I would be tenured after end of next year. 2nd year here. And I'm not at the end of the seniority list.	- reset tenure clock so 3 years. definitely at the end of the seniority list b/c people don't tend to leave
- I would be at step 15 next year and confirmed M+30 at 118K. Highest step is step 22.	- I would be at step 12 and M+30 at 109K and I would have to take two more classes to get the grad credits (doable in summer). But highest step is step 25
- Not very good admin. I have seen cases where they did not support the teacher at all when confrontation/problem with student or parents. I haven't personally had problems but I definitely have seen problems. Admin turnover is pretty high.	- Strong admin. Very nice. I like the vibe I got from them. Solid team of admin/department chairs. They are really hoping for me to choose them as I'm their top candidate (their words). From someone I know that works there, they also handle student issues immediately.
- there's good programs going on (robotic, science research, etc.) so the top students are amazing but we also have a lot of lower students	- also good programs (amazing language program, science research, etc.) so top students similar. But generally higher level overall. (So more "concerned" parents etc.)
- colleagues in my department are nice. some have more chaotic energy than I'd like but I'm getting use to that. I have heard rumors of other departments that have awful people (plenty of people left b/c of that apparently). I have 1 colleague that I CANNOT work with here. They're crazy (as in they clearly need therapy but aren't going or is effective).	- one of my best friend works there. and she tells me my department are cool people and easy going. Issues at my school (I've told her) has never happened there.
- many behavioral issues (smoking, fighting, roaming the hall, etc.).	- less behavioral issues and it's handled immediately and smoothly ((from what my friend tells me)
- student population is diverse but lots of ENL (one language). Not a problem except there's not enough bilingual teachers so they get shuffled into GenEd classes that can't offer enough support for	- also diverse population of students. slightly more students of my ethnicity (very much a minority). Much stronger ENL support in the system.

For the past five years the former middle school science teacher stopped teaching and basically turned science class into social hour for the kids. He basically gave them used their laptops and then sit at his desk and won’t acknowledge the kids. After numerous complaints he was finally let go and I was brought in to help with the science fair. All the other middle school teachers have told me that in the past science fair has been a disaster content wise and behavior wise. The kids could not stay by the boards and would always mess around even knowing they would get points docked for not being away from their boards.

I would love ideas on systems or tasks the students could do to have them stay at their boards. Someone mentioned to have the kids collect questions and comments on a sheet and they have to receive x amount. But I’m not in love with it. I was also thinking of having a BINGO style sheet with things like “explain your hypothesis to 3 people.”

I would appreciate any help with this! Thank you so much