"Chemisfry! But I Want to be a
George Hultgren Rogers Senior High School Michigan City. IN 46360
Doom rnm d a m m r n "Good Morninz. Sometime durine this school "vear.. I'm going to leap on t o p of this lecture'tahle and scream like Tarzan. I t will happen on a day when you least expect it, so try to anticipate!' This is a typical opening for one of my classes, and I fulfill all of these threats. Career Goals In the first few days of school, I want to learn each student's goals and desires so that I can be prepared to discuss topics that will he of importance to their future. "I want to be a nurse" usuallv results in a discussion of the school granting degrt,es in rht: health iciences, and how my class ran help 1,) achieve this eoal. "I want to h~ a lawyer. Ischcmistrs important?" T o aiswer this question, I draw upon the experiences of my previous students who have become lawyers and relay specifics of how chemistry (and science in general) has been invaluable to studying, discussing, and preparing briefs of all kinds. Each year, I invite several professionals (usually exstudents) to come and visit with my students. The practical discusnions that result address the role of chemistrv in various occupations and provide an informative and worthwhile apnroach to career counseline. College wcation provides some of my hest teaching experienrri. All of mv "rrads" know thar they are welcome toreturn and relay fksihand what is happening on their college campuses, and indeed they do come. They share answers to quesiions'that no teacher or counselor could possibly know. I recall with particular enjoyment the incident where, after several such career nresentations. a student announced in class that he wasgoing to he the best educated garbage man in our citv. A t the time. we all took this nronouncement in aest, but afqer achieving his I'hl) in ~ s ) . c h o l ohe ~ ~did, , in fGt, come bnck and uork for one month cullectinr.. gsrhaee. This ywng man returns periodically to relate his story tomy classes. A Challenge
I like to challenee mv students to nerform to the best of theirabilitiw. I willoftei~prefacea pn;ticularly tough subject with stattments like: "Now. 1 will present this suhiect like yvu might to your favorite 6th grade class," or h his is your freshmen chemistry teacher lecturing (repeating the word "lecturing") to a class of 300 freshmen." Such introductions usually result in an extra surge of motivation, especially by the above average students. I also make an effort to challenge student's individual needs. Scott and Georee. - . two seniors in mv 1976chemistrv class, were George Hultgren received his B.S. in Chemistry and Mathematics and his M.A. in Guidance from Ball State University. As a result of NSF grants, he also attended the University of Pittsburgh, Duke University, University of Redlands, Knox College and Notre Dame University. He has been teaehingchemistry for 31 years. He is presently the chairman of the science department at Rogers Senior High School where he has been since the school opened in 1971. In 1916, Mr. Hultgren was voted the outstanding Chemistry Teacher in the state of Indiana and was one of the regional MCA award recipients in 1979. These awards recogaized Mr. Hultgren for his superiority and dedication to the teaching of chemistry and his love for his students.
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confronted with the question, "If you give it a real shot, how well can you do on your college entrance placement exams in chemistry?" Well, Scott received the highest score ever achieved a t Indiana University in the history of this exam. And what else is new? Georee received the second highest score. Snu do nut r h this to e & y student, hut it is important tochallengeev(.ryo~~e to rearh for goals that are high ant1 yet achieval)lc. These two students neerled a pnrti(:ularly demanding challenge, because or t h c ~ rextraordinary intelligence. I t reallv is not fair tu huld such eifted students bark for ;he rest of the pack to catch up. A Fame of Mind
I t is not educationally sound to teach for a test, but perhaps there is some iustification for the case of Mr. Averaee Chemistry s t u d e n t a t Rogers High School who wants hi;name on our wall of fame for achieving a score of 800 or better on the College Entrance ~xaminati"nHoard. T h ~ score s does mcm than aive the ~ t u d e n credihilit\.. t Often it gives him the confidence he needs to exist and achieve in the competitive environment of most colleges. I can't think of a better way to prepare a student to take a test than by gradually working him into a confident frame of mind. "Golly, it isn't so bad to take a chemistry test," or even better, "I can't wait to take that test. It'll he really a challenge and I enjoy that." I want to teach mv students to accent a challenee with anticipation instead or fear. I want to make my studknts aware of all kinds of tests for eood or bad. Achievement within our educational system is k u a l l y determined by one's performance on examinations. I t is terribly important for all of us to remember that a performance on an examination, no matter how good, does not make the chemistry student a chemist. A chemist implements what he has learned in search of greater knowledge. I recall one of mv students who excelled on everv test. In fact. she placed 2tpoints higher than anyone in our five state area on a ore-eneineerine exam. hut when she walked into a lahoratdry, thereagentbottles invariably "jumped off'' the shelves and the Bunsen burners "strangely" became clogged. She had perfect "graphite" experiments, but her laboratory experiences were disasters. Needless to say, she did not become a chemist. Participation I try to involve every student every day in their own education. The first few weeks of school, I make a big point of seeing that everyone feels comfortable in my class. I want them not only to attend the class but also to actively participate. Sometimes this is achieved by confidentially prearranging for a student to ask some intriguing questions. To these questions, I usually respond, "Golly, I really don't know." And the following exchange begins: "I don't know either, (but I'd like to find out)." Another student, "Perhaps.. ." In Conclusion Each day presents new and different situations. I guess the best thing we can do is to meet each experience with an open mind. We should be competent in our fields and be truly honest with every student. We must be truly concerned about each and every student, as we help to mold and cultivate their minds. Treat them like they are the most precious beings you will ever touch, hecause they are. Above all, be yourself, he honest, be concerned, be helpful, he consistent, he prepared. It is most rewarding. Volume 57, Number 5, May 1980 1 365
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