ASE Chat Summary
Monday 4th July 2011
Topic 6 – What are the traits of an exemplary science teacher?
Interestingly, most of the ideas that came up were
traits that could apply to an exemplary teacher of any
subject (not just science):
Passion and enthusiasm The teacher must convey
their innate enthusiasm and excite and engage the
kids. Most kids can easily recognise the enthusiasm
that good teachers show.
Confidence is essential; confidence to take risks, and
confidence to admit you (occasionally) don’t know the
answer. Resilience and a lack of fear of failure are also
required by today’s teachers.
Life-long learner Learning about pedagogy can come
through CPD or by lesson observation.
@BenRogersOVA said that good teachers always
strive to be better teachers.
Curiosity is closely linked to learning and questioning.
As well as asking the right questions, good teachers
encourage pupils to formulate interesting questions.
Interpersonal Skills Good teachers need to have a
good rapport with the kids in their classes and good
communication skills.
Classroom Control is closely linked to good rapport
with kids and is a necessary prerequisite for good
learning to take place. Although science practical work
presents its own special behaviour management
challenges, other subjects (e.g. PE, D&T, music and
drama) have activities which involve similar challenges
for the teacher.
The more science-specific traits were:
Subject Knowledge Science teachers today need a
very broad understanding of biology, chemistry,
physics, technology, engineering and maths!
Repertiore of Practicals and Demos Experienced
teachers often have a very large repertoire of class
practicals and demos. Each practical often has one or
two vital ‘tricks’ that can make the difference
between it working or not. Teachers also need to
make complex decisions about whether to customise
practicals to suit a particular class. Teachers might
need to choose between hands-on class practicals or
teacher-led demos.
Science Misconceptions There’s been a lot of
academic research recently on pupil’s misconceptions.
An exemplary teacher might be aware of this (and
other) science education research.
Understanding of the Language of Science Good
science teachers are happy to talk to students ‘on
their level’ and explain scientific concepts without
using unnecessary jargon.
So being an exemplary science teacher involves a core
of general pedagogical principles and some more
specialised science-specific skills. @57Mason pointed
out that “excellent teachers can pick up completely
new subjects and teach them well.” In other words, it
is good pedagogy that is the key.
With the help of the ASE, Ofsted produced its own
definition of exemplary science teachers, which can
be found at the bottom of the following page:
http://www.ofsted.gov.uk/Ofsted-home/Forms-andguidance/Browse-all-by/Other/General/Genericgrade-descriptors-and-supplementary-subjectspecific-guidance-for-inspectors-on-makingjudgements-during-subject-survey-visits-to-schools
There were some anecdotes about Ofsted’s impact on
improving science teaching. The prescribed ‘Ofsted
lesson’ falls a long way short of the sort of exemplary
science teaching we are talking about. One teacher
was given a variety of wildly different grades for
various different lessons that they taught.
Some very interesting differences of opinion arose
over two controversial areas; single science vs
combined science and evolution vs creationism. Some
teachers felt that it was easier to be an exemplary
physics teacher than it was to be an exemplary
science teacher, because the subject specific traits
required for physics are more manageable that for the
whole of science. However others thought that the
non-science-specific skills were more important and
that combined science gives pupils a better idea of
what real science is all about. @ScaryCurlGirl asked
“Can a science teacher with great results, respect
from kids, passion, great classroom management, but
who disputes evolution, be exemplary?” This
provoked responses, both affirmative and negative.
The more moderate responses argued along the lines
that as long and the teacher was a good teacher, their
personal beliefs are not relevant. However, there was
quite a lot of support for the zero tolerance point of
view. Creationism, homeopathy, fish oils and Brain
Gyms all contradict the need for an evidence base –
one of most basic axioms of scientific thinking!
Top Ten Tweets
“Are the traits of a good science teacher similar
to those of a good scientist?” @agittner
“loves the sbjct takes risks, shows they don't
know all the answrs(but help chn to find out
more), is passionate &enthusiastic. Whew”
@anhalf
In reply to a tweet about excellent results being a
trait of an exemplary teacher: “so is a good
science teacher about results? observations?
enjoyment & engagement? access to difficult
ideas?” @CleverFiend
“@DrF4chem Yes! Motivate, enthuse, excite,
raise aspirations and results will follow”
@ViciaScience
“@agittner I'd argue that observing excellent
teachers of any subject can be a powerful
experience.” @ScaryCurlGirl
“@racheleppy I think you can be inexperienced
yet still exemplary-it's abt the passion and
enthusiasm. Can polish finer details later”
@DrF4chem
“@cleverfiend My most inspirational teacher was
my first HOD who at 60+ was the most innovative
teacher I've met” @agittner
“Why do we have to be exemplary? I like being
me. Quite good, enthuses kids, gets results, likes
to develop skills, not perfect.” @phys1cs
“Model curiosity, passion, resilience,
resourcefulness, flexibility, questioning, language,
enquiry, organisation” @kittyfisherp
“What makes an exemplary sci teacher - fab topic
for today's #asechat. Great debate!”
@stemsussex
Links
Only one link this week – to a physics resource that
covers some aspects of philosophy of science:
http://www.furryelephant.com/player.php?subject=p
hysics&jumpTo=re/2D3s1