You became a teacher because those children are precious. Nothing energizes you like the thought of being able to change a life for the better. You studied hard. Worked hard. You learned how to manage a group and how to make a lesson that catches attention.
Real life has begun to creep in though. Real teacher life means that you never quite have time or the money that you should have to do the job. As much as you love making up new ways for kids to learn, sometimes you just need to grab something that you know will work. You need to cover every subject in the book, and it would be nice to get a little sleep tonight too.
You know kids love science and math, but it can be tough to find good materials written for the age you teach. You want lessons that your kid will love, because they deserve the best.
Then there are those few obviously smart kids who are struggling in the same classroom where others are thriving. What can you do?
This blog was inspired by one of those few. At four-years-old my child explained Newton's third law to me. As a former teacher (Physics BSed.) I had struggled to get this through to teenagers. Now my preschooler understood.
I began to wonder what other science my pre-schoolers could learn. We began to explore together, and I began sharing ideas for teaching science on this blog. Soon it was time learn math, and I shared those ideas here as well.
Teachers appreciated the practical tips that worked with real life kids.
It wasn't until my children were in public school that we realized that Dyslexia was part of our family heritage. Looking back it could have been obvious. Dyslexics tend to love hands on learning, and that's why it has worked so well for us.
I'm eager to share ways that you can teach science and math and tie it in with your other teaching objectives to make the whole learning experience exciting. Hands on learning has always been my favorite, but now that I understand how it's important for children like my own, I'm even more passionate about helping teachers apply it and reach that other 20% of learners who prefer to think in concrete terms.
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