- STAND UP SCIENCE – PREFACE
- A Field Guide Memoir To The Art Of Teaching Science1
- INTRODUCTION
- 3
- IMPOSSIBLE, IMPROBABLE, OR INEVITABLE?
- The Science Of Attraction—The A Team7
- THE NATURE OF SCIENCE
- What are primary characteristics of science?11
- SCIENCE OR PSEUDOSCIENCE?
- What is the difference?17
- WHY ARE PLANTS GREEN?
- Science misconceptions are commonplace23
- IT’S ABOUT TIME!
- Science teachers are masters at managing time27
- “DANCE OF THE HOURS”
- Timing, sequencing, and student maturation affects the success of a science program31
- GET READY, GET SET, GO!—NOT YET.
- Overarching Aspects—The First Thing To Consider Before Beginning the Year39
- EAT, SLEEP, TEACH
- An enormous number of small acts is the way of life for these science teachers45
- BEFORE LEAVING FOR TEACHING
- A successful day of science teaching begins before students enter the classroom51
- I HAVE THEM SURROUNDED!
- A wide range of ancillary learning influencers55
- THE EYES HAVE IT!
- Ancillary learning influencers — visuals65
- NOW HEAR THIS!
- Ancillary learning influencers—auditory71
- COMING TO YOUR SENSES!
- Ancillary learning influencers—smell, taste, touch continued77
- THE BEST WAY TO TEACH SCIENCE
- Is to create lessons that cause students to stand up out from under their desks83
- EAT, DRINK, AND BE WARY
- Covering hot topics in my science classroom91
- “WOULD YOU LIKE TO SWING ON A STAR, CARRY MOONBEAMS HOME IN A JAR, …OR WOULD YOU RATHER”
- The value and challenges of science competitions95
- TO THE THREE R’S, LET’S ADD ROAMING AS A FOURTH “R”
- The benefits of school field trips are many103
- INFORMATION REVELATIONS at a “CEREBRAL DESTINATION”
- Acquiring professional expertise, context, and opportunities — What are you waiting for?109
- BUNS ‘N BURNERS?*
- What are some effective solutions for managing misbehavior?115
- NO TEACHER LEFT BEHIND
- Testing is complicated— Do our students have the right stuff?123
- ROLE MODELING IS POWERFUL
- “Being a role model is the powerful form of educating.” John Wooden133
- GUIDANCE AND SUPPORT
- Within an education community, it takes effective leadership for it to reach its full potential139
- BACKSTORY—THE THREAD THAT BINDS THE TEACHING TAPESTRY
- Professional outcomes—nature, nurture, or spiritual guidance?145
- HOW DID SECONDARY STUDENTS STAND UP FOR SCIENCE?
- Science teachers launch the learning; to understand science is lifelong learning153
- GREATER THAN THE SUM OF ITS PARTS
- Building a Science Education Community159
- “I BELIEVE THE CHILDREN ARE OUR FUTURE. TEACH THEM WELL AND LET THEM LEAD THE WAY.”
- To address the future of science education, let us consider the following167
- WEB OF LIFE
- Educational ecosystems are complex. Knowing politics makes a difference177
- “WE HAVE NOTHING TO FEAR BUT FEAR ITSELF.” —President Franklin D. Roosevelt
- The power of mindset185
- “TRAUMA CREATES CHANGE YOU DID NOT CHOOSE” —Michele Rosenthal
- Emotional Advantage Challenge How does trauma affect our personal lives? How are trauma and learning connected?189
- I CAN’T STRESS THIS ENOUGH!
- Part one: Anxiety in science education—teachers195
- I CAN’T STRESS THIS ENOUGH!
- Part two: Anxiety in science education—students201
- I CAN’T STRESS THIS ENOUGH!
- Part three: Anxiety in science education—parents209
- CAJOLING IS AN ART FORM
- The importance of positivity and ways to incorporate in teaching219
- “NOT ALL READERS ARE LEADERS, BUT ALL [EFFECTIVE] LEADERS ARE READERS.”
- The importance of reading resources for the science student229
- BLACK PANTHER, MULE, FALCON, KANGAROO, CARDINAL, RAIDER
- Some thoughts on mascots, school colors, and school songs235
- THE DISCLAIMER EXPLAINER
- A humorous insert for classroom management239
- ADULTS SAY THE DARNEDEST THINGS!
- After all the blood, sweat and tears, what is the feedback?241
- GOING DOWN THE TEACHING RABBIT HOLE
- Unexpected moments when teaching245
- ANECDOTES and QUOTES of NOTE
- Science Teachers’ Professional Lives Are Filled with Memorable Stories251
- WHAT WOULD NORM DO?
- Educational Leadership can inhibit or contribute259
- “EXCELLENCE IS FIRST AN ATTITUDE THEN A SKILL!”
- The value of recognition when teaching science and defining types of recognition265
- “TO FORM A MORE PERFECT UNION”*
- What roles do educational unions play within the teaching profession?273
- IN SICKNESS AND IN HEALTH
- A snapshot of physical and mental health in teaching277
- “SUCCESS IS NOT FINAL. FAILURE IS NOT FATAL. IT IS THE COURAGE TO CONTINUE THAT COUNTS.” —Winston Churchill
- The odyssey of surviving, thriving, and failing forward283
- PICTURE A SCIENTIST
- What is going on with professional women especially women in science?297
- UNDER THE INFLUENCE
- What part do subliminal messages play in dividing us?313
- MISSION IMPOSSIBLE?—THE TEACHING PROFESSION
- The Next Generation’s Consideration Of The Teaching Profession—what do they face?317
- THE BLAME GAME IS A SHAME
- The “critical mass” vs a critical mass to reach solutions!325
- IF YOU THINK EDUCATION IS EXPENSIVE TRY IGNORANCE
- Science is one of the most expensive classes to teach. Ways to solve the challenges331
- RETIRING MINDS WANT TO KNOW— CONSIDERATIONS AND IMPLICATIONS
- “Age is an issue of mind over matter. If you don’t mind, it doesn’t matter.” —Mark Twain337
- WITH EVERY BEGINNING THERE COMES AN ENDING
- “You have brains in your head. You have feet in your shoes. You can steer . . . yourself any direction you choose.” —Dr. Seuss343
- “THE FUTURE AS A WAY OF LIFE” —Alvin Toffler
- Beyond the chalkboard—a personal technological journey and more353
- “EDUCATION IS NOT THE FILLING OF A PAIL, BUT THE LIGHTING OF A FIRE.” —W. B. Yeats
- Defining homeschool education is no easy task363
- HOMESCHOOLING—WHAT IS A “TYPICAL?”
- Interviewing mothers who have home schooled373
- A PERSONAL OVERVIEW
- A Homeschooling Mother by Mandee Sheeler383
- THAT WAS THEN, THIS IS NOW
- A family’s story—three generations teaching in different educational ecosystems389
- AN ATTITUDE OF GRATITUDE
- 399
- REGRETS
- 401
- THIS BOOK IS DEDICATED TO ALL SCIENCE TEACHERS
- 403
- ACKNOWLEDGMENTS
- 407
- ACRONYMS
- 409
- ABOUT THE AUTHOR
- 411