Tag: science

Hands-on learning allows Francesca Hernandez to bring creativity to her student scientists

by Nehri Lewis

Science teacher Francesca Hernandez works to make biology meaningful and fun for her students by connecting what they learn in her classroom to the outside world.

“I think science is important, and if I can help others to understand the world around them more, then that’s a win in my book,” said Hernandez.

Her interest in biology started when she was in high school and had a teacher who made learning fun for her.

“I loved biology in high school. I had a fun teacher who took us on a bunch of field trips, and I wanted to be just like her. Shout out Ms. Lyvers,” said Hernandez.

Because of her own experiences as a student, Hernandez believes students should be able to learn science in ways they can remember.

“I’m a hands-on person. If I hear something, I forget it; I try to make sure my lessons have some level of hands-on work so that it sticks in their brains.”

Science and biology teacher Francesca Hernandez helps a student on a map for the class assignment on Thursday. “I’ve been teaching for six years and I love getting everyone interested and involved in their environment and natural world,” she said. Photo by Kayleen Alvarado.

Her teaching also focuses on helping students understand the environment around them and their responsibility toward it.

“The hardest part is getting students to understand that everything is relative; every action we make influences our world in some way. It’s up to us to choose how we handle that responsibility.”

Her students learn this sense of responsibility during her lessons

“She makes biology interesting by applying some of the real-world experiences to the science she teaches,” said freshman Akiya Flynn. “She breaks down the topic and puts it into more understandable terms for her students.” 

“I describe her teaching as she shows everything on her board and helps us understand things we need more help with by shortening it into easier forms for us to understand,” said freshman Rhaya Nord.

Environmental science is especially important to Hernandez because she believes students can better appreciate the world when they understand it

“People can’t care for the world if they don’t understand it, and they can’t understand it if they don’t know it exists.”

Hernandez also enjoys having a new classroom this year where she has more room to teach through activities and labs.

“I love my new classroom. I have windows, and I also have more space to do more labs.”

Hernandez wants her students to see that biology is more than just a class they have to take at school. 

“I want the readers to pay attention to their science classes because I promise it applies to them in some way.”

Graphic by Nehri Lewis.
by jhshyphen

James Huffman emphasizes problem solving through chemistry

by Zihan Lin

Chemistry teacher James Huffman walks behind his desk, capturing everyone’s attention with his voice. He flips through the slides on the board until he stops at a conversion equation; the students focus on him, waiting expectantly for him to demonstrate how to convert the units.

For Huffman, problems like these are more than just a chemistry lesson. He enjoys working through problems himself, but he also enjoys helping others find their way through difficult questions.

“Yeah! I like solving problems, and I like to help other people solve problems, specifically in chemistry but life in general,” Huffman said.

His approach to problem-solving is something his students notice in the classroom. Rather than just giving students an answer, he encourages them to understand how to arrive at it step by step.

“He taught us to remember formulas and learn how to do problems by putting them into steps,” junior Danna Lopez, a former student, stated.

Junior Rachel Santos also remarked that Huffman encourages students to approach difficult problems in different ways, especially when working with stoichiometry or other smaller subjects where they can’t seem to grasp the idea.

“He taught us to break down problems and try different methods, especially with stoichiometry,” Santos said.

Being a teacher isn’t what he always wanted; it wasn’t his first goal. Being an engineer was his first goal, but he wanted his life to revolve around helping people, no matter the problem.

“I would probably be an engineer. That was my first goal as a student, or I would be going the exact opposite, like I do now and be a social worker, like helping people with their problems, like life, versus solving problems as an engineer, which you know is much different.”

Graphic by Zihan Lin.

Although engineering was once Huffman’s goal, his interest in chemistry led him towards working with chemicals rather than engines. His experiences in his chemistry class, particularly the hands-on labs, helped him realize what he enjoyed most about the subject.

“Had an awesome teacher; I loved the labs. I loved being able to prove something with chemicals. I wasn’t as much—I don’t like to work on engines. I like to work with individual chemicals. I found that out from my chemistry teacher from high school,” he said.

His high school teacher not only helped shape his interest in chemistry, but also influenced the way he approaches teaching with his own students. 

“I would say mostly due to the awesome teachers I had as a student. I had some really good teachers, and because of those good teachers. I want to do the same thing as they did.”

In Huffman’s classroom, every problem has a solution—and sometimes, the solution is simply to keep trying.

“Remember (Chem)(Is)(Try),” he said.

by jhshyphen