Robert Adamson
I didn't make it out of my building this quarter so my spotlight this month is closer to home (three doors down).
Here is a little more about Robert!
Personal Background
I grew up in a family of ten children, started working at a young age on a farm, moving irrigation lines. In high school I worked two jobs, one on the farm and another painting houses after school, I also played football my sophomore and junior year of high school, starting on defense as strong safety, and the back up quarterback on offense. After graduation, I painted houses for a company run by a family friend, for nearly two years before going to Puerto Rico on an LDS mission. I went to school at BYU after my mission and studied Construction Management for three semesters, got licensed as a Painting Contractor, and ran my own business for five years, painting homes, businesses and industrial buildings. After five years I met my wonderful wife, and she encouraged me to scale back my business and go back to school. Upon graduation I was hired to teach chemistry at American Fork High School. After three years teaching, loving every minute, I completed a masters degree in chemistry education. I have now taught chemistry, AP Chemistry, CHEM1010 concurrent enrollment, and an advanced labs research class for nearly ten years.
Professional Background:
I enrolled in the University of Utah and studied History and Chemistry for my undergraduate degree, knowing I wanted to teach, and knowing that I could support that teaching addiction with my painting business in the summers. These two subjects were my favorite in high school and I pursued licensure to teach both classes.
What are you currently teaching?
Upon graduation I was hired to teach chemistry at American Fork High School. After three years teaching, loving every minute, I completed a masters degree in chemistry education. I have now taught chemistry, AP Chemistry, CHEM1010 concurrent enrollment, and an advanced labs research class for nearly ten years.
What other responsibilities do you have at your school/In the science community?
I run a science tutoring lab after school three times a week, and have participated with District Science Representative in helping develop science teaching strategy at the district. I am a merit badge counselor for about 8 science based merit badges, and frequently work with youth in Boy Scouts and church groups here in Utah Valley.
Awards/recognition
When I started my masters degree, I was recognized with a $1000 scholarship from the retired teachers association of Utah, and received a half tuition scholarship for my work in STEM areas, both of which were very helpful in completing my post graduate studies.
For the 2015-16 teaching year, I was recognized as the Utah High School Chemistry Teacher of the Year by the American Chemical Society, and the following year I received the Spirit of Alpine Award as the American Fork High School Teacher of the year.
Why do you teach?
I teach because I love kids, and I love learning. I love arriving at school early, and I devote an hour every day just continuing my personal study. I am passionate about learning, and hard work, and it is so very fulfilling to help engender in my students the same passions. For my efforts, I am consistently rewarded as past students reach out and share their successes, and express their appreciation for the efforts I made to help them fulfill their goals. Teaching provides a tremendous opportunity to build lasting friendships and very fulfilling relationships, while truly having an impact for good in our world. I love serving, and I adore seeing a student light up as difficult concepts become accessible.
What are the biggest challenges you face as a teacher?
The biggest challenges I face as a teacher relate to the number of students I am tasked with supporting every year. It requires constant effort to recognize the progress and struggles of each individual student, and ensure I can be there to support and mentor them through their difficulties. I am constantly pondering, and implementing new strategies to help my students first develop self sufficiency in their learning, and second to develop systems of support where they feel confident help is available when needed.
What new “thing” have you tried this year that has been amazing.
This year, the new "thing" I have implemented in my teaching was inspired by the classes I've been taking for supporting English Language Learners. I have restructured many of my lessons in order to increase collaborative inquiry among small groups of students. Giving students ample opportunity to explain chemistry concepts to each other, and to explore while engaging in discussion using scientific language, has opened new opportunities for my student to deeply understand. I have moved away from traditional written assessments and quizzes, and now begin each class with a challenging problem. Students are encouraged to work at the problem individually at first with a black pen, and after five minutes or so, students change the color of pen to green and are encouraged to continue solving the problem collaboratively with lab groups, and after another five minutes or so, we complete the problem in red as a class as I support them in arriving at the correct solution. With each assessment I encourage students to reflect, and self assess their ability to solve the problem, and instead of assessing through points, I encourage students to give me a short paragraph of written feedback, describing what they've mastered, and identifying the areas in which they need help. It has been remarkably useful to be able to review this feedback and prepare lessons to support their weaknesses. My policy is that if students are completely honest in these assessments, I will always allow them to retake the assessment, and their grade will improve as their mastery improves. I have done everything in my power to remove fear a student may have to approach a difficult assessment, and as a result my students are excited to try more and more challenging problems. The rigor of my curriculum has increased while simultaneously increasing the excitement my students have to come to class and learn.
What advice would you give a new teacher or someone who is thinking about entering the profession?
The advice I'd give to new teachers is do not underestimate the ability a student has to educate themselves. As you begin to feel overwhelmed, a feeling that will certainly come to all new teachers, frequently evaluate the responsibilities you feel you have as a teacher, and don't be afraid to teach your students how to accomplish these responsibilities themselves. Teach your students how to teach themselves, how to assess their own progress, and how to honestly reflect on what strategies are working for them in mastering the content. Then trust them, and lovingly support them in the journey, and you too will watch their confidence increase, their anxieties decrease, and their successes will become commonplace.
