An Interview with Toni Watt, 2004 Award Winner - ACS Publications

Chemical Education Today

Conant Award Interview

An Interview with Toni Watt, 2004 Award Winner by JCE Editorial Staff

Toni Austin Watt received the 2004 James Bryant Conant Award in High School Chemistry Teaching at the 227th American Chemical Society National Meeting in Anaheim, CA, in March 2004. She spoke with Journal staff recently about the award and the successful teaching career on which it is based. Her responses are below.

is so much more than I ever dreamed. I hope this will open doors for me to help more students become interested in science through research experiences.

Receiving the Award

Ajay Bose of Stevens Institute prepared my nomination. It was based on my efforts to expose my students to research and increase interest in chemistry as career choice. To do this I developed a research course that I taught for more than 15 years. I also served as an advisor for those students interested in science competitions, financed student research projects by teaching students to write grant proposals and solicited donations of materials and equipment, and personally provided transportation to various companies and universities so students could meet with professional scientists to do research.

The Conant Award is the highest award that a high school chemistry teacher can receive. What does winning the award mean to you, both personally and professionally? Winning this award is something I never anticipated. I have always considered myself an average person and average people don’t get awards such as this. Being average means you have to work hard. I realized early in my career that if I wanted to make a difference I would have to invest time in gaining the right skills and experiences. I never thought my efforts would get such acclaim. I feel what I have done was what I was supposed to do, so to have this happen is exhilarating. Personally, I am greatly honored someone thought my efforts were notable. It is an affirmation of my belief that students can achieve if given appropriate opportunities. Professionally, it is the apex of my 33-year career as a teacher. It

Who prepared your nomination? Was it based on any particular achievement?

How did your students react to your winning this award? What was the reaction of your colleagues and administration? I have since left Plainfield schools, but when I won the award I let some of my former students and administrators know. They were elated, congratulated me, and were excited

The 2004 Conant Award winner is Toni Austin Watt. At present she teaches at Montclair High School, Montclair, New Jersey. Her responses in a recent JCE interview appear above and on the following pages. Toni Watt was born in 1948. Her first experiences in the laboratory occurred at the ripe age of 6 when she accompanied her father to his jobsite at a medical laboratory, which spurred her interest in science and encouraged her to pursue a college degree. She attended Virginia Union University in Richmond for two years, majoring in biology, and completed undergraduate work at Concordia College in Moorhead, MN, with majors in biology and chemistry. After completing her undergraduate degree, she completed an M.S. in Science Education at Rutgers Graduate School. The majority of her teaching experience has been at Plainfield High School in Plainfield, NJ. A highlight of her 30 years there was the thousands of dollars in science equipment that was donated to the school. After spending one year at Watchung Hills Regional High School, she has joined the faculty at Montclair High School. Since 1997 she has been an assessor and validator for the National Board for Professional Teaching Standards.

1552

Journal of Chemical Education

•

During her teaching career, she has experienced unique research opportunities that involve her students, enabling her to bring the research experience into her classroom. Her personal research endeavors include studies on recombinant DNA, synthesis of positive photoresists, organic synthesis and purification of novel compounds, and the isolation of compounds from natural products. Watt spends her “free” time doing research and participating in community involvement programs, such as the Plainfield High School Beautification Project. She continually works for her students, and her modest endeavors have brought in more than $25,000 in grant awards from the Lucent Technology Minority Grant Program. She embraces a life in research and sees it as a means to enlighten her students about the wonders of science through these positive experiences. She considers herself as a 33-year average teacher with a strong desire to make a difference. In her words, “True research involves collaboration (covalent bonding) between all parties—like forming a diamond!”

Vol. 81 No. 11 November 2004

•

www.JCE.DivCHED.org

photo by Morton Z. Hoffman

About Toni Austin Watt


to know I won an award that was based on work done with Plainfield students. I presented the award to the Plainfield Board of Education at one of their public meetings. I told them that if there was excellence in the work I did, there had to be excellence in the students of Plainfield. Professional Background What events influenced your choice of a career in chemistry teaching? I really entered teaching by chance. I expected to work in industry when I graduated from college. However, when I returned to Richmond, VA to look for employment I could not find a job as a chemist. I visited Virginia Union University, the first college I attended, and sat in on an organic class given by my former professor, Robert Walker. Another former professor, Herman Strater, told me of a graduate program at Rutgers. I entered this program at Rutgers and later became a science teacher in Plainfield. Students in the graduate program taught in the public school system and were also affiliated with The Plainfield Science Center, sponsored by Bell Labs. This experience was especially influential because graduate students could choose what to investigate without the rigid structure found in most programs. It was there I really began to like teaching. Have you had a particularly influential teacher or mentor? Can you share this experience with the readers and tell us about the characteristics that made him or her have such impact? I’m lucky to have had a few special people. My mother, Minnie Austin, instilled in me compassion and patience, which gave me the temperament needed to teach. My father, Randolph Austin, gave me a love of science by taking me to the lab when I was very little. There I watched him carry out laboratory procedures that always held me in awe. Professors Walker and Strater of Virginia Union showed confidence in me and pushed me to do more. Susan Fahrenholtz of ACS Project SEED always has a positive word and good suggestion about professional choices. There is one particular company that has been extremely helpful, Lucent Technologies. They have provided both grants for my students and mentors throughout my career. Ajay Bose has been an exceptional mentor. He has provided advice about research and made available facilities for my students and me. His door is always open. He sponsored me in Partners in Science and allowed me to continue to use his laboratory after I completed the program. He fosters a collegial and professional atmosphere in his lab. I have watched as students are molded and shown how to do good science by Bose and those who work with him. I hope I can one day have the skills to mold students in the same way. Through association with his lab I have gained other mentors such as S. N. Ganguly, M. S. Manhaus, and A. Sharma, whom I admire greatly. They always encourage me and pro-

www.JCE.DivCHED.org

•

Student G. H. preparing a thin layer chromatography plate from aliquots collected by column chromatography.

vide me with opportunities to grow professionally and to help my students. You could say I am nestled among a group of dynamic role models. Some people view teaching as an easy job, one without personal sacrifice and with privileges such as free summers and reusable lesson plans. As an award-winning teacher surely you can counter that view. Are there especially effective ways that you go above and beyond the minimum? I know people think teaching is easy and that teachers do the same thing over and over, but that’s not true. If you enjoy teaching, it is easy because it doesn’t seem like work. I enjoy teaching. I do make lesson plans, but they are always in a constant state of revision, sometimes as a lesson is being presented if a teachable moment presents itself. I am always searching for new information and labs, it is not uncommon for me to spend hours after school searching for examples to bring to class. Additionally I have spent countless hours with students at various lab facilities doing research. This occurs after school and on Saturdays, depending on the needs of the student. I like to go with the student because I can bridge the gap between the student and scientist—I also enjoy learning. As for summers off, I’ve had one summer off in 33 years. I spend my summers doing research, working with students who do research, and working for the National Board for Professional Teaching Standards. I always try to find some experience that will enhance what I bring to the classroom and that will keep me apprised of what teachers are expected to know and do. Professional development is a key component for me, and I participate in such things as conferences and the Middle States Association of Colleges and Schools (the regional accrediting association) when possible. I seek out events that are outside the school day so I don’t have to miss too much time from school.


•


1553


Conant Award Interview Do you have a favorite quotation, perhaps one that has guided or sustained you professionally? Whenever I have a student who has been particularly difficult, I always say, “What if he/she were mine?” Then I have no choice but to work harder. When I start my day I always pray to be better and do better and I say “Do your best. God will do the rest”. Teaching Career and Philosophy All of us have experienced changes in teaching and learning chemistry during our teaching careers. Can you tell us about those that have affected you and describe your reaction(s) to them? In 33 years many fads have cycled through education and I have made changes to fit the times, as have other educators. Most significant for me would be the experiences geared toward individualized instruction and cooperative learning. When I first began teaching I was placed in two situations, one where rote learning was practiced and one where learning was student driven. The rote situation was in the school system and the student driven was at the Plainfield Science Center sponsored by Bell Labs. I was able to compare the way the students were learning and observed they were more motivated in an environment that afforded hands on and that allowed exploration of their interest. This made me question what and how I was teaching. I realized I had learned theory but had not applied the theory. How would I know what students would need when they left high school? I knew I had to find a way to get experience so I called the president of Johnson & Johnson. I never got to him, but his secretary suggested I call a person at Ortho Pharmaceuticals, where I got a summer job working in research. After that summer, came summers working at Hoechst Celanese, Bell Labs, Allied Signal, The University of Medicine and Dentistry of New Jersey, Rutgers, EOSHI, the Woodrow Wilson Institute at Princeton, and Partners in Science at Seton Hall and Stevens Institute of Technology. Each of these experiences involved hands-on application of my disciplines, and almost all involved research. From these experiences I was able to develop new curricula and labs for my classes. I made contacts that provided mentors for my students and donations of equipment. The most important thing these experiences did was to expose me to the types of work environments my students might encounter. The experience at Allied was very important. There I saw the same people working on more than one project. On one project a person might be the lead and on another the same person would have a different supporting role. People worked together in whatever capacity necessary to achieve a goal. The need for working collaboratively was so very evident that it made me realize how important cooperative learning is. I realized that perhaps some of the changes in teaching had to do with what was needed in the work place.

1554


•

Chemistry is everywhere but much of it cannot be seen. What are some of the things you do to make chemistry come alive for your students? I try to do several things. It is hard to have students “see” what I do, but I found they often enjoy hearing stories that illustrate principles. I look for common everyday experiences that show the behavior being discussed. Students seem to enjoy best the ones in which I get into trouble. I do use the Internet quite a bit. Students are very receptive to the interactive sites and they can get immediate feedback on many. PowerPoint presentations have been another avenue. They allow for better visual presentations. I try to incorporate pictures, diagrams and when I can, animations. Students often do great and innovative things. I sometimes assign topics to groups and have students research and present the information in class. They have to have visual aids and an evaluative tool. Students are very good at relating to their peers. All of us seek sources of new and innovative ways to teach—things that will be helpful to our students as well as providing stimulation for ourselves. Inspiration may come from journal articles or summer workshops or a local teacher group. What have you found particularly helpful? There are so many things to do. Tapping into local resources is quickest and easiest. Contact colleges, hospitals and businesses. Don’t forget greenhouses and other places that routinely use chemicals. Talking to people can give ideas for new approaches. One of the best resources I have found is a small group of peers— teachers, supervisors, and professors. We share ideas. Every summer is an opportunity. For me summer is a time I try to find a research opportunity that will allow me to learn about a new area, instrumentation, and techniques. Reach out to these contacts during the school year. Many of the professional journal subscriptions are expensive, but your local library may have access to them even if they do not subscribe. Your library may partner with others in lending resources. Are there things that have not been available but which you hoped would be? I wish there were a way for high school teachers to have better access to publications, preferably online, without the prohibitive cost. It would help teachers keep current and impact what can be brought into the classroom. I wish there were more companies that sought to connect with high schools. Wouldn’t it be nice if every company adopted a teacher or school? I wish summer programs provided the opportunity for many summers. Most only provide for one summer and just


•

www.JCE.DivCHED.org


as one gets accustomed to the environment and routine the program ends. I wish it were possible to work in industry part time and teach school part time so work-place skills could be more easily carried over into the classroom. What qualities describe a great teacher? Is it part of your own teaching philosophy to achieve these qualities? Are there any characteristics or techniques that have served you well in your teaching? Throughout my career I have consciously looked for things that set some teachers apart from others. These are all traits I have seen in others and that I continually pursue in hopes of becoming the best teacher I can be. In my opinion a great teacher is one who • Is willing to change to fit the needs of the students

Student A. R. labeling samples of extracts from the Pacific Yew to determine the presence of taxol.

Usually the answer is yes and the student feels I have listened and that I care about how he/she learns.

• Challenges and guides students

Are you aware of any personal characteristics that set you apart from other teachers and serve you well in your profession?

• Has high expectations • Is not afraid to not know all the answers • Is continuously learning • Is not afraid to learn from students and other non-experts • Is constantly seeking • Has a love of teaching • Is willing to step outside the classroom to discover new ways to engage students • Helps students become critical thinkers • Empowers students by nurturing independence in learning • Collaborates and shares with others to improve instruction

I consider myself the average person who has a strong desire to make a difference. Maybe it is where I choose to make the difference. My passion is in working with students and having them develop a love for science the way I did. To do that means spending many hours alongside the student as he or she learns to do research. This happens outside the school day. It means teaching how to develop project designs, write papers and grant proposals, make presentations, and all the rest. It is a huge investment of time, but it is what I like to do.

• Does not let “no” and “can’t” prevent trying

My teaching philosophy sets these traits as personal goals. There are times when I fall short but I strive to do better. I constantly reassess myself and seek to improve. There are many characteristics and techniques I have come to rely on in teaching. One that has served me well is tenacity. So many times there will be stumbling blocks, especially when doing something different. If I had listened to “It’s not possible …”, “You can’t …”, “These students can’t …” none of my students would have ever done research, participated in competitions, visited science facilities, or interacted with scientists. Most importantly, many of my students would not have seen science as a viable career option. Another trait is flexibility. I have as many different types of learners as I do students—each one is unique. Though some approaches work well and hit the middle of the class, there are always one or two students who have difficulty. When this occurs I pull the student to the side, indicate my concern, ask which approach I use is least effective for him/ her, and how they feel they best learn. In the next day or two I vary my approach a little to incorporate something which is responsive to him/her. At the end of the class as they leave I ask, “How was class today? Was this a little better?”

www.JCE.DivCHED.org

•

What advice would you give to prospective teachers or those just starting out in a career of teaching? Trust your instincts. This will help you to be innovative and not just accept the status quo. It is perfectly fine to try something out of the box and it is okay if it does not work all the time. The only people who don’t fail are those who don’t dare to try. Surround yourself with positive thinkers. These are the people who will support you when others will say you’re wasting your time and it can’t be done. They will share positive experiences with you. Network. Go outside of your school to find like-minded people. Every school has its quirks and ways to approach obstacles. Don’t forget to include people other than teachers so you can get different perspectives. Secretaries and custodians are great people to know. They know where everything is and how to get what you need. Find your passion and incorporate it into your teaching. If you like what you do and are enthusiastic, it will translate to your students.


•


1555


Conant Award Interview What would you advise more experienced teachers, perhaps something that has helped you guard against the complacency that can come from many years in the same job? Look back and remember what made you like a subject or teacher. Chances are it has not changed that much and it’s probably true for your students as well. Identify your favorite areas of your subject and find scientists in those areas to mentor you. It‘s really nice to have someone field your questions and help to broaden your understanding. Find a summer program that gives hands-on experience. If a summer is too much, look for a one-week or two-week program. You can also just go and visit a mentor to see what he/ she is doing. I have gotten many ideas from such visits. Find positive people with whom you can share ideas. Just being in good company can be an inspiration.

Have you had success in writing up your work and publishing it in academic journal? If so describe how you get started and tell us about any assistance you might have had along that sometimes rocky path to publication? I have had the opportunity to be published through my work in Partners in Science with my mentor, James Hanson, of Seton Hall University. The project involved synthesis of novel positive photoresist films. My paper was one of five selected based on interest generated by the presentation of the work at a 1998 conference in Tucson, AZ. The work was the culmination of two years’ research in Partners in Science. Writing the paper was an educational experience. A paper is one of the expectations of the Partners in Science program. Though I felt I wrote well, my writing was not on the level of my mentor. His effort in editing my article turned it into a polished piece. It was a great learning experience. This opportunity was afforded me through the commitment of the Murdock Foundation, the Partners in Science program, Seton Hall University and chemistry professors James Hanson, Rorer Murphy, John Sowa, and Stephen Kelty. I also had the opportunity to speak with Frank Houlihan, then of Lucent Technologies and an expert in the field. He answered my many questions about photoresists and showed me techniques to test photoresists.

1556


•

Relationship with Students Why do you think that it is important to take chemistry? What do you hope students will gain from being in your class? When I joke with my friends who teach biology I chide them and say biology is just chemistry on a macro scale. I have a harder time with my physics friends. This does however bring into perspective an interrelationship between science disciplines. The broader an understanding one has the more connected things become. Chemistry is a science students apply everyday knowingly or unknowingly. They can’t eat, sleep, breathe, travel, or enjoy their video games without touching applications of chemistry. How can we in good conscience let students leave high school without some basic knowledge of chemistry if not a love of chemistry? Every household uses chemical. A healthy respect for safety in handling chemical products is something every student can learn. The students we teach become voters two to three years down the road. We have to make sure they can make informed decisions or at least know what questions to ask. Do you have a particular successful method of encouraging students to strive academically? No approach works with all students. I teach students of varied levels. Some are mainstreamed and may have particular needs. Since every student is different I have to assess each. Here are a few of the things I try to do. • Let the student know he/she matters as an individual and you are aware of their learning styles and needs. • Find a personal level on which to connect with the student. If a student has an interest, I try to find a way he/she can use science to investigate it. I incorporate that interest when possible into the lecture. • Encourage questioning to make the environment learner friendly. I show excitement about the questions they ask and say, “Good question!”, “That question is right on target!”, “You are very intuitive!”, or “That’s the same quesasked when he/she !” tion that the scientist • Employ cooperative learning techniques. Students have a better opportunity to use their own unique skills and feel positive about their contributions. They can take responsibility for learning.


•

www.JCE.DivCHED.org


• Hands on is always great. • Make PowerPoints with pictures and animation when possible. I go online and look for all the free animations and pictures I can find that relate to topics and save them on my laptop. Then when I want to make a PowerPoint I have many things to choose from. Sometimes I take picture of the students working and include them. • Whenever and whereever you can, encourage, encourage, encourage.

Summing Up As a veteran teacher I do have my pet peeves, so I’ll try to separate gripes from valid needs. To those who shape education: • If we seek to educate all types of learners we must look at the types of learners we employ to teach and administrate. • If all the “successful” students are the same type of learners, we are not educating the majority but a select minority. If when you review the students in honors classes and

you note they are all the same type of learner it should be an indication that not all types of learners are being served. • Validation of positive contributions is more important than noting the imperfections. This is true for both students and teachers. If you want positive things to happen, focus on the positive. • Encourage participation in professional development that is outside of the school district. Many times the professional development within the district does not meet the needs of science teachers. • Encourage collaboration between business, academia, and secondary education. It would be great if every teacher had connections in his or her field. • Provide the same positive environment for your teachers that you expect teachers to provide for their students.

To attract and keep teachers in the classroom is not difficult. Treat teachers with respect. Value the opinions of the people who are in front of the class every day. Teachers, like anyone, will feel they are stake holders in the educational process only if their opinion matters.

About the Conant Award James Bryant Conant Award in High School Chemistry Teaching This award, sponsored by Albemarle Corporation, is intended to recognize, encourage, and stimulate outstanding teachers of high school chemistry in the United States, its possessions or territories, at the national level. The award consists of $5000, a certificate, and travel expenses to the national ACS meeting at which the award is presented; a certificate will also be provided to the recipient’s institution for display. Any individual, except a current student of the nominee or a member of the award selection committee, may submit one nomination or support form in any given year. Local Sections of the ACS are especially encouraged to submit nominations for the award. The nominee must be actively engaged in the teaching of chemistry in a high school (grades 9–12). Further information about nominations for the award is available from the American Chemical Society: go to http://www.chemistry.org and search for Conant Award.

www.JCE.DivCHED.org

•


•


1557

An Interview with Toni Watt, 2004 Award Winner - ACS Publications

Recommend Documents