Ms. Naomi Ables
(she/her/hers)

Cultivating an Active Learning Environment 

As a teacher, I hope to cultivate an active learning environment where students feel that they can express themselves freely and think critically about the world around them. Additionally, it is my responsibility as a teacher for my students to feel they are in a safe space where they're able to provide their input without being violated for their background, race, gender, or beliefs. Coming from a very large, diverse town, I saw how different my local school districts were based on specific available/unavailable opportunities or what kind of teaching style was provided. The ultimate goal for me as a teacher is to provide my students with as many opportunities as I can so that they can succeed even with limited resources. Every student comes from a unique background different from others sitting next to them in class. Nonetheless, I need to understand where my students come from to help them empower themselves and learn to the best of their ability. I have a deep passion for science and one thing I would like to take away throughout my teaching experience is to at least find something my students feel passionate about and help them succeed in that passion of theirs.

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Access and Constructivism 

Moreover, the role of the teacher is to provide students access to inquiry and equity in the classroom so that they may achieve an active learning experience in the classroom. In the classroom, I feel that students learn best when they have a sense of agency in their work. I intend to incorporate this type of learning based on constructivism, where students use what they already know and apply their skills while exploring science activities. Students should be able to think critically about themselves and the work that they create. Each student brings a unique perspective when working alone or while collaborating with other students. So, bringing student agency into the classroom will both enhance their understanding of coursework and their success in collaborating with other students when working in groups. Allowing for group work promotes collaborative learning and achieves a common goal in the classroom. This helps foster both inclusivity and for students to be involved with each other’s learning experience.

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Classroom Culture

Additionally, it is key to develop a culture in the classroom where students feel that they can create this agency. If students don’t feel comfortable in the classroom, it is less likely they will want to participate with their perspective and understand the course material on a deeper level. It is important to accept and empower what each student brings to the classroom so that others can also understand the various perspectives everyone brings. By building rapport with my students or by facilitating a specific dialogue in the classroom, like listening to student voices, representation, and conversations, a positive culture can be created. This culture provides the best opportunity for both student learning and peer-to-peer collaboration. Providing a positive and inclusive classroom culture is very important for my students to feel valued and heard, allowing them to develop agency in their work both inside and outside of the classroom, where they have the opportunity to find a deeper role in their communities and understand the world around them.