Revealing the Strategies that Boost Students' Interest in Classes at Bronx Science High School
In the vibrant halls of Bronx Science, two teachers, Mr. Porfirio Gonzowitz and Ms. Sophia Sapozhnikov, are making waves with their innovative teaching styles. A recent survey of 50 sophomores revealed that their classrooms are among the most engaging in the school.
Ms. Sapozhnikov's class is a bustling hub of intellectual discourse, where students are eager to share their opinions and start debates. This lively atmosphere is no accident. Ms. Sapozhnikov believes in fostering an environment where students feel heard and valued, and she achieves this by letting them discuss the material amongst themselves at any point in the class.
The topic of a recent class discussion was the purpose of education and what it should be. Ms. Sapozhnikov chose a topic that mattered to the students' lives, sparking an impassioned conversation about the impact of technology on communication and lifestyle.
Across the hall, Mr. Gonzowitz's classroom mirrors this dynamic. His approach to student engagement is rooted in making students feel seen and creating a sense of community. He waits for students to answer questions, fostering a culture where every voice matters. Unlike many teachers, Mr. Gonzowitz does not tell students to put their phones away or ask them to stop talking and listen up. Instead, he encourages active participation and open dialogue.
This focus on student engagement is not limited to these two teachers. The study conducted at Bronx Science found that teachers spent, on average, 19 minutes out of 42 speaking in class. This suggests that understanding student engagement requires further study, as it seems to be more about the purpose and mindsets of a teacher rather than the particular instructional choices they might make.
The author of this article, who interviewed both Mr. Gonzowitz and Ms. Sapozhnikov, found that their classrooms resonated with them, reminding them of how Fahrenheit 451 had made them think critically about their life. The result of how these teachers see their role and their students is that students want to be in their classrooms and they want to engage.
In most classrooms, students spend roughly half of each class passively listening. But in the classrooms of Mr. Gonzowitz and Ms. Sapozhnikov, students are active participants, contributing to a rich and vibrant learning environment. This approach not only makes learning more enjoyable but also more effective, as students are more likely to retain information when they are actively engaged in the learning process.
In a world where education is increasingly standardised, the classrooms of Mr. Gonzowitz and Ms. Sapozhnikov stand out as beacons of innovation and student-centred learning. Their focus on student voice, community, and active participation is a testament to the power of teaching that inspires and empowers students to take control of their own learning.
