Safety and Welfare in the Classroom
Safety Contract (PDF)
Legalities, Safety, and Ethics Plan and Reflection (PDF)
Class Management Plan (PDF)
The National Science Education Standards (NSES) urge teachers across the nation to use inquiry-based and active science to create scientifically literate individuals. People generally learn more effectively by “doing” rather than simply reading because action requires greater use of the senses. Conducting research in a science classroom allows the concepts in a book to jump to life, lending to greater retention, understanding, and appreciation of the words that sometimes run together in a textbook. Successful scientists are creative, problem-solvers, confident, careful, organized, and mindful of themselves and others in the laboratory. Gaining research experience will help students build these skills, which are important for success in everyday life.
Experimentation in biology class is especially important, because the field revolves around the study of life and the processes that make life possible. It requires studying the motion and action words indicative of life itself, such as development, contraction, and metabolism. Even complex processes like photosynthesis and mitosis can be visualized in a laboratory setting under low costs and time restraint. The smallest efforts to include real-life simulations in the biology classroom can make the difference between an “aha” moment and continued confusion.
These philosophies indicate why I am adamant about including laboratory components to my teaching repertoire. There are several factors that are involved in making this type of learning style successful, but the most important and foundational of them all is safety. Students must be given a safety contract that is clear, concise, and comprehensive. The teacher has the legal and ethical responsibility of creating an environment where the students feel safe, confident, and prepared. The safety contract I have prepared meets the above criteria, and includes all safety and welfare issues required by the National Science Teaching Association and Virginia Department of Education.
NSTA 9 Safety and Welfare
Teachers of science organize safe and effective learning environments that promote the success
of students and the welfare of all living things. They require and promote knowledge and respect
for safety, and oversee the welfare of all living things used in the classroom or found in the field.
To show that I am prepared, my safety contract and reflection demonstrate the following:
a) Understand the legal and ethical responsibilities of science teachers for the welfare of
their students, the proper treatment of animals, and the maintenance and disposal of
materials.
b) Know and practice safe and proper techniques for the preparation, storage, dispensing,
supervision, and disposal of all materials used in science instruction.
c) Know and follow emergency procedures, maintain safety equipment, and ensure safety
procedures appropriate for the activities and the abilities of students.
d) Treat all living organisms used in the classroom or found in the field in a safe, humane,
and ethical manner and respect legal restrictions on their collection, keeping, and use.
Legalities, Safety, and Ethics Plan and Reflection (PDF)
Class Management Plan (PDF)
The National Science Education Standards (NSES) urge teachers across the nation to use inquiry-based and active science to create scientifically literate individuals. People generally learn more effectively by “doing” rather than simply reading because action requires greater use of the senses. Conducting research in a science classroom allows the concepts in a book to jump to life, lending to greater retention, understanding, and appreciation of the words that sometimes run together in a textbook. Successful scientists are creative, problem-solvers, confident, careful, organized, and mindful of themselves and others in the laboratory. Gaining research experience will help students build these skills, which are important for success in everyday life.
Experimentation in biology class is especially important, because the field revolves around the study of life and the processes that make life possible. It requires studying the motion and action words indicative of life itself, such as development, contraction, and metabolism. Even complex processes like photosynthesis and mitosis can be visualized in a laboratory setting under low costs and time restraint. The smallest efforts to include real-life simulations in the biology classroom can make the difference between an “aha” moment and continued confusion.
These philosophies indicate why I am adamant about including laboratory components to my teaching repertoire. There are several factors that are involved in making this type of learning style successful, but the most important and foundational of them all is safety. Students must be given a safety contract that is clear, concise, and comprehensive. The teacher has the legal and ethical responsibility of creating an environment where the students feel safe, confident, and prepared. The safety contract I have prepared meets the above criteria, and includes all safety and welfare issues required by the National Science Teaching Association and Virginia Department of Education.
NSTA 9 Safety and Welfare
Teachers of science organize safe and effective learning environments that promote the success
of students and the welfare of all living things. They require and promote knowledge and respect
for safety, and oversee the welfare of all living things used in the classroom or found in the field.
To show that I am prepared, my safety contract and reflection demonstrate the following:
a) Understand the legal and ethical responsibilities of science teachers for the welfare of
their students, the proper treatment of animals, and the maintenance and disposal of
materials.
b) Know and practice safe and proper techniques for the preparation, storage, dispensing,
supervision, and disposal of all materials used in science instruction.
c) Know and follow emergency procedures, maintain safety equipment, and ensure safety
procedures appropriate for the activities and the abilities of students.
d) Treat all living organisms used in the classroom or found in the field in a safe, humane,
and ethical manner and respect legal restrictions on their collection, keeping, and use.
