Motivating students at the molecular level
by Tad Johnson
Sun Thisweek-Dakota County Tribune
March 27, 2014
Atoms are busy.
While the nucleus of the cell is a constant, electrons rush about spinning round and round in constant motion.
Rosemount High School teacher Michelle Betts’ classroom might be best described with this molecular example.
Over the past four years at the school, she has been the stable center in her chemistry and physical science classes as students have zipped to places large and microscopic. It has engendered so much praise, her 2014 Teacher of the Year nomination impressed Education Minnesota enough to place her among the 35 semifinalists.
“I couldn’t believe that I had been nominated,” said Betts, who is currently on maternity leave. “I cried, which many of my students and colleagues know I do when I am touched. I couldn’t believe that a student had taken the time to show their appreciation for me.”
It wasn’t just one student.
Several of her “student-electrons” spoke about how Betts inspired their interest in science to motivate them to do more than just experiment with the idea of turning to it as a college and career path.
“Ms. Betts believed in me that first day of class, when I was so close to giving up on science completely, and now, because of her support and wisdom, I will be majoring in biochemistry after graduation,” said Amari Brown, an RHS senior who was the school’s 2012 Chemistry Student of the Year. “(She) believes in our abilities, and she points that out to us every day. She knows what we are capable of, and she uses that to bring out our personal belief in the fact that we truly can be successful in school.”
While atoms are the building blocks of all matter, Betts describes her teaching philosophy like building a scaffold.
“In my classroom, students are asked to build upon their own experiences, knowledge and skills through the use of warm-ups, questioning and using the knowledge I have gained from building relationships with them before moving into a more difficult knowledge and set of skills,” she said. “Instead of looking and focusing on what my students do not know, I find ways to incorporate what they do know and utilize this knowledge as the foundation for their learning.”
One recent example of that was a student who was struggling with low attendance and test scores.
Betts spoke with the student about his other interests and discovered that he liked writing lyrics and “could make words flow.”
In assigning a test she also asked students to write a song or rap about the atom.
She said the student worked on his rap song over the course of three days and the results were “amazing.”
The student turned the project into a study tool for him to memorize science concepts.
“During the standard test this student was quietly rapping to himself the song he had written and scored in the A range,” she said. “The student was so proud of himself.”
Such examples are central to Betts’ philosophy. She aims to find out what her students’ interests are and leverage those in conveying the curriculum.
She is a believer in showing her support for students by attending their performances in the arts, sports or when they receive the oath committing to a branch of the military.
“My efforts have shown the students the strong commitment that I have to them; which in turn leads them to strongly commit to learning in my classroom,” she said.
The students take notice.
In her second year at RHS, the students selected her as the faculty graduation speaker.
Counselor Julie Endersbe attributed her selection to Betts being a “constant figure at concerts, performances and athletic events.”
“Relationships are at the heart of her work with students and staff,” Endersbe said.
Betts said she aims to create a positive, affirming, caring classroom energy. It’s a collaborate and democratic environment, she said, but authoritarian when necessary.
“Establishing this connection builds the trust that is so important when I ask my students to take an intellectual risk,” she said.
Betts grew up in Des Moines, Iowa, and “became hooked” on chemistry due to her high school chemistry teacher making it so much fun.
She has transferred the fun aspect to her own classroom as her students recognized “Bettsisms” such a the attention-getting “woo woo,” the elongated “noooootes” and “y’all” – a holdover from her three years as a teacher in Texas where she went after earning her bachelor’s in chemical engineering and master’s in education from Iowa State University.
Aside from her words, Betts has a signature pair of safety goggles adorned with jewels.
“My students think I look like a dork, but they are secretly jealous that their goggles aren’t blingy like mine,” she said.
Betts also connects with students morning, noon and after school in help sessions and through her Twitter account with posts that always end with “#iloveteaching.”
A selection committee for Education Minnesota, the state’s teachers union, will choose 10 finalists at the end of this month. Last year’s announcement was made April 1 when Rosemount High School choir teacher Steve Albaugh was among the select group.
“Honestly I’m still blown away that I’m a semifinalist,” she said. “I wasn’t expecting it.”
Tad Johnson 