untitled

tist brings a certain enthusiasm for the subject

that will infect the students, especially if it is

a topic that he or she actively researched in

the laboratory. Second, the scientist will have

a greater credibility for any point of view. The

speculation of a scientist-teacher has great

weight even if it is a profession of igno-

rance. Third, a scientist-teacher can make a

topic come alive with anecdotes from his or

her own career experiences. Nothing

impresses a student more than to discuss

personal experiences with a scientist who is

introduced in a textbook. Students love to

hear of the foibles of scientists, especially

famous ones. Great lessons can be taught

about the process of biology through such

anecdotes. Finally, a scientist-teacher has

spent a career making a network of friends,

colleagues and mentors that can be exploit-

ed for the benefit of students. These connec-

tions can be used as potential research hosts

for motivated students or as expert speak-

ers for the whole class.

What Is it Like to Teach?

For the first few years, teaching requires a

similar time commitment as does research.

This time commitment includes actual con-

tact time with students (both in and out of the

classroom), preparation for classes and

assessments of the students. However, the

manner in which teachers organize their day

differs from research because they are obli-

gated to be prepared and present a lesson at

set times during the day: they do not have the

freedom to start an experiment or write a

manuscript when they roll into the lab.

Generally, a high school science teacher

has four or five classes (a total of 60 to 150

students, depending upon the school) in two

or three different levels (called “preps”).

Scientist-teachers need to fight the urge to

present every lesson as a seminar. In fact,

talks with slides should be avoided. Instead,

introduce the topic and then have the stu-

dents take over the discussion. It is amazing

how relatively little time a teacher needs to

talk. The teacher does need to become an

“expert” in a wide range of various topics,

such as ecological succession or punctate

equilibrium, so that they can be sure that the

students extract the important points from

each of these concepts.

In addition to teaching classes, the obliga-

tions of teachers include contributions to the

community of the school. This obligation can

include coaching sports, drama or sponsor-

ing a club. It is an important part of the

teacher’s job to make this commitment, even

if the school does not officially require it. So a

typical day will start at 7:00 AM and finish

around 5:00 PM, excluding any after-school

activities such as sports or clubs.

20 CAREER ADVICE FOR LIFE SCIENTISTS

Nothing impresses a student

more than to discuss personal

experiences with a scientist who

is introduced in a textbook.

Teaching can be tremendously

satisfying for the academic and

personal effects that a teacher

can have on the development of

a student.

It is amazing how relatively

little time a teacher needs

to talk.