Being a Woman in STEM

Today is one of my favorite days of the year: International Women’s Day. I love celebrating my womanhood and speaking out to advocate for my rights as a woman. It’s a great feeling to be surrounded by incredible women regularly, and it’s even better lifting up a collective voice that screams “girl power” with every breath.

On this day in particular, I think about what it means to be a woman in STEM.

No, I’m not an engineer or an astrophysicist or a marine biologist (to my fourth grade self’s dismay I’m sure), but what I am is a science teacher to middle schoolers in the greater Raleigh area.

Wake County Public Schools is the 14th largest school district in the country, serving nearly 160,000 students. 76,862 of those students are female and I get the chance to work with a portion of those students daily.

I revel in the fact that I get the opportunity every day to make magical moments of science happen for students, especially female students, every day. These moments can be as simple as looking under microscopes are stomata to as complex as using a CAD system to design a spacecraft to colonize a planet.

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Giving young girls the chance to see themselves in a STEM-filled future is such an amazing gift. I love teaching about women who have influenced the scientific community and giving girls hands-on experiences to engage in science content (also, #girlsdoingscience is only my favorite hashtag of all time — just check my lab Instagram account). I get so excited watching these students grow into confident, strong young ladies who are willing to get up and independently lead a class science review and completely OWN it.

I have girls who want to be everything from astronauts to cosmetologists to veterinarians and beyond, who never fully realized they could achieve those dreams until hitting a sixth grade science lab.

When I taught elementary school, it was maybe even more imperative that I displayed what a woman in STEM looked like.

IMG_1097IMG_1224In third grade, I had students performing soil tests on our school grounds’ soil to figure out where the best place for a school garden would be (then they presented websites they made to a panel of PTA, Garden Club, and administrative representatives to state their cause – they even stayed within a budget!). These students also designed spacecraft by taking measurements in their notebooks and noting what elements of flight were present in their craft. We analyzed weather patterns and matched those to potential rocket launch dates. We read books and articles and wrote essays about science topics, growing content vocabulary daily.

Sparking a love for STEM starts in elementary school, but ultimately this isn’t just about the beginning; rather, it’s about the sustainability.

According to the National Girls Collaborative Project, women make up less than 30% of the science and engineering workforce (and women make up a total of half of the college educated workforce in the country!). Sure, girls might “outperform boys” on standardized math and science assessments, but this isn’t about a test score.

This is about a radical shift in highlighting the natural talents of women and honoring their words and ideas. A shift in treating women like equals and paying them as such. A shift in making STEM interests more accessible to girls of all ages and races and socioeconomic statuses.

We must be a proud community of women in STEM. We must show our girls that it’s okay to be a boss because that doesn’t make us bossy. We must demonstrate leadership, compassion, and grace in all aspects of our lives. We must continue to thirst for knowledge and be models of impassioned learning.

If not us, then who? Who will teach our girls that it’s okay to ask questions and challenge the notions of boys in class? Who will empower our girls to speak up and advocate for themselves and others? Who will ensure that women will end up making more than 30% of our science and engineering workforce?

I love being a science teacher as it is a total joy for me getting girls excited about STEM. The only thing better than teaching girls to embrace science is the waiting to see what they’ll do with their excitement, for their future is limitless.

Hypothetically Speaking…

At last week’s Education Innovation Lab presented by BEST NC, a question was posed that got me thinking —

What do you want education in North Carolina to look like?

I sit and ponder this question with great intentionality.

There would be more technological resources, as well as old school resources (because honestly, children basically eat at least one glue stick a day and take the markers home for snacks). There would be more human capital in schools to work with students, such as social workers or therapists, in order to meet the mental health needs of all students. There would also be human capital like TAs to help with daily tasks so teachers can focus on actually doing their job (which is teaching in case anyone forgot). Standards wouldn’t be so constraining and there would be a huge focus on soft skills/people skills in curriculum.

(Side note: do we even need science and social studies standards, anyway? I understand language arts and math standards need to be a little tighter based on developmental needs, but why can’t we just let kids choose which topics within science and social studies they want to learn about? This would allow for deeper content knowledge and the opportunity to put that knowledge into practice somehow with an application phase of coursework perhaps. Just thinking “out loud” here and would love to hear some of your ideas with this, too!)

Essentially, everything would be centered around a problem. Students would have to find solutions to real world problems in a PBL setting in their classrooms. Everything would be framed around relevance for students, with an emphasis on current events, too.

I’ve always been a believer that I want my students to leave my classroom better people, not just better students. I care more about them learning how to collaborate with one another than whether or not they remember how earthquakes occur — that’s why all of my projects are in a group/partnership setting.

There are studies showing that many high schoolers don’t feel prepared for ‘adulthood’ when they graduate because school didn’t prepare them for the real world. That, to me, is an extreme disservice. Our schools should absolutely be preparing students for what’s to come down the road, whether that’s college or instant career experience.

Needless to say, you can bet that I’ll ask my students this question upon our return from fall break next week.

So now I ask you, friends, both in and out of North Carolina: what do you want the future of education to look like?

Growing Pains & Transition.

I completed teaching my first quarter of sixth grade science on Friday, September 25.

Honestly, the transition itself wasn’t nearly as hard as I expected it to be. The first day of school I was more nervous than anything in my entire LIFE and at this point I am clueless as to why I was terrified in the first place — maybe because they’re bigger than me? Regardless, I’m realizing that sixth graders are basically big third graders with more emotions, and you know what? I love it.

The biggest and most difficult transition for me was, hands-down, the copious amounts of grading. I think in part I was overcompensating since I had zero concept of how many grades I should have for the quarter, and that ran me into a pretty deep hole by the end of the nine weeks. All I was doing in my free time was grading (well, grading and watching The Wire sometimes…) and it was driving me to tears some nights.

I’ve worked in a classroom without a TA before, but what’s different is that now I have nearly 100 students as opposed to my 26 that I kept all day in Durham. 100 students, no TA to help grade, and a desperate need for copious amounts of coffee to manage the morning after few hours of sleep the night before (because of this, I should probably invest in stock with Bean Traders down the road from my apartment).

I’m already planning my amendment of this for quarter two, and it’s pretty simple: don’t grade as many assignments. I’m also going to start using some quick quizzes with Google Forms (all hail Google) and use an app called Flubaroo to grade them for me — then, all my data is already in a nice spreadsheet that can be turned into graphs! And there’s color-coding! And YAY!

Another thing that was hard, and it was more of just a growing pain, was that I felt myself teaching differently. I still used technology and we still talked about vocabulary, but it was in a very different way than I am used to. I realized that I didn’t really read with my kids as much as I would have liked, and I didn’t focus on vocabulary as much as usual. I didn’t do TPR with them and my “word wall” was really lacking because of the wall space I have in my classroom.

#lablife

#lablife

I’m not accustomed to teaching in a classroom that…isn’t really a classroom. The wall space is limited and inconvenient for students to access with cabinets and sinks standing in their way to the wall; shelves take up nearly the entire length of one of my walls which leaves little room to hang student work or academic aid.

World, I need y’all to know that I geeked out SO HARD when I found out I was teaching in a lab, but this is foreign territory for a former third grade teacher. In my last classroom, my walls were donned with exceptional environmental print (100% biased since I made everything that went up on my walls) and vocabulary with pictorial and TPR support was abundant. I read books and articles with my students about the science topics we were learning and we had discussions about those things.

I realize that middle school teaching probably should be a little different than what I did in elementary school, but I also see so much value in holding onto some of my elementary principles for my middle school classroom.

Next quarter, I’m going to do a word wall with words/pictures paper clipped to the blinds of the windows where my students have the best access. I was initially apprehensive to do TRP with middle schoolers because I wasn’t sure if they would buy into the concept of hand motions for words, but I’m going to do it and get really hype about it, since the hype factor is a big thing for some of the kids who think they’re “too cool for school” (who even came up with that phrase? School is the coolest!). I will be even more intentional about vocabulary.

I’ve also been on a serious hunt for some middle school science books, fiction or nonfiction, to help teach our next unit concept. Since we’re studying Earth, I thought it could be neat to read through parts of Journey to the Center of the Earth by Jules Verne and kind of “mythbust” the science in the story. I see books as a way to rope students into science who might not be instantly turned on by it, especially if it’s a topic that might not interest them right off the bat.

It’s kind of strange not doing small group instruction in my former blended learning model from last year…though I’m working on that concept with a fellow teacher on my team for a little teaching experiment with our kids in November.

Planning didn’t feel too overwhelming, but then again I was teaching concepts I was already pretty familiar with. Our first unit, which lasted the entire first quarter, was about plants and ecosystems; these topics are also taught in third grade, so I was able to just scale up some activities for my middle school babies (can I still call them babies if they’re all a foot taller than me?). Our next unit about the lithosphere and Earth structure might be a little more of a challenge since that wasn’t a third grade science topic I’ve been used to teaching, but regardless I’m looking forward to brushing up on my geology skills (insert the assistance of my geology-major brother here)!

I spent a decent amount of time last quarter grading learning about this new school and how middle school works on a large scale level, but I think I kind of get it now. I’ll continue to learn this upcoming quarter, but I’m excited to implement a little more of what I know is best for kids from my elementary experience. I’m thankful for teammates who are open to cross-curricular collaboration and students who are willing to take any academic plunge with me. These kids seriously stepped up their game toward the end of our first unit with their big project and I was wildly impressed with them.

I’m so grateful for these growing pains. When I first started thinking about the things that didn’t work out the way I wanted them to, I got kind of frustrated; as I continued to think about those things, I saw a window of opportunity to learn more about a practice which I knew so much about at a different grade level. This experience is challenging me in a way I’ve longed for, and I can tell that by the end of the year I will have grown immensely, and THAT is always a plus.

What’s been something you’ve been growing with lately? For my traditional calendar friends, I know y’all are only halfway through first quarter — anything you’d like to implement before the nine weeks are over!?

A Taste of 1:1.

Yesterday we rolled out some ChromeBooks for my third graders, and let me tell you something: it was awesome.

LP's so excited that she decided to strike a pose

LP’s so excited that she decided to strike a pose

I’ve read about the benefits of 1:1 technology and I’ve often pondered its possibilities in my own classroom, but yesterday’s ChromeBook rollout got me way more excited than I thought I could be.

Watching my kids engage with technology in a meaningful way makes my heart palpitate with joy. Here’s how I plan on using our new technology:

  1. Google Classroom. If you haven’t used this, you should (I’m using it with third graders, so it can basically be used with anyone). Now that each student will have access to a ChromeBook every day, I can start holding all students accountable to turning in work on Google Classroom. I can also start pushing out more assignments, rubrics, and reminders out using this program, knowing that every child will check it every school day during class. Love making the moves toward a paperless classroom!
  2. Google Forms. This is going to make exit tickets, feedback, and perception data so easy. I’ve used Google Forms for exit tickets before in the past, but having limited computers has made it a little more time-consuming than I’d like. With no computer-sharing, I don’t have to worry about kids logging on and off and back on again to fill out a two question exit ticket. Praise.
  3. Differentiated Instruction. I can have some kids watching videos, others reading articles, and still others collaboratively writing on a Google Doc. This is going to benefit my kids as they work on projects especially, so that they can work at their own pace and continue to extend their learning by watching some sweet flipped videos to teach them how to use various programs. They will have autonomy in the research process and really take ownership of what they’re learning. They’ll have the opportunity to choose what medium in which they’d like to present their information. All of the real world experiences are making my brain spin.

The kids will also be able to use the technology for regular reading practice, using programs such as KidBiz3000 or RazKids, and they will also continue to use their Gmail accounts to communicate with their book clubs, but y’all — this technology means so much more than just day-in and day-out practice.

It’s 11:30pm and I’m still awake because I’m thinking about how much my kids will benefit from this technology. The way I see it, this will only enhance the learning that’s already happening, and that is absolutely exhilarating to think about. It’s 11:30pm and I’m so excited to go to school tomorrow because I can’t wait to watch the endless teachable moments unfold before my eyes, because these moments aren’t even about me teaching them, but these kids teaching each other.

Look at these kids helping each other. #comolosjefes

TEAMWORK MAKES THE DREAM WORK #comolosjefes

If y’all don’t know what magic is, this is it.

That hand clap, though.

That hand clap, though. Heart: full.