Growing up, my Dad would often tell me that I should become a teacher because I enjoyed school and was always eager to start again in September after the long summer holidays. But I protested. I was adamant that teaching wasn’t for me — and as a teenager, I was sure that I knew what was best. However, right at the end of my A-levels something changed, and teaching began to intrigue me.
I wanted to find out what exactly it would be like. My school was incredibly supportive, and gave me the chance to work there and test the waters. It didn’t take me long to decide. As soon I was back in school, I was hooked.
This experience meant that I knew that I wanted to become a teacher before I started university. Having already spent time working in a science department with a group of incredible teachers, I decided that chemistry was the right choice for me, and off I went to university. Towards the end of my final year, I applied for my PGCE and saw the opportunity to apply for a Royal Society of Chemistry (RSC) scholarship too.
It was apparent during my degree that the RSC has such an important role in chemistry and chemistry education. I knew I wanted to get involved when I became a teacher, and applying for the scholarship was the perfect opportunity to do so. Throughout the whole process, from the application to the end of my PGCE, I’ve been incredibly impressed with the amount of support that they have provided.
The scholarship started with a welcome event to celebrate and meet other scholars from across the country. It was the perfect way to network and prepare for the year to come. Shortly afterwards, we received a large welcome pack of RSC goodies, including resources, books and a very snazzy lab coat.
Since then there have been numerous training and networking events. Training on microscale chemistry, misconceptions and practical science workshops have given me inspiration and innovative ways to teach chemistry. Being an RSC scholar also means you get a specialist chemistry teaching mentor. The support they provide — as someone outside your training school — can be so valuable in making the transition from chemical scientist to chemistry teacher.
Most importantly, the scholarship and mentoring have given me a place to learn and develop as a chemistry teacher. It’s great to know that this is all having an impact on the chemistry learning happening in my classroom as well. Being a member of the RSC community really helps and it demonstrates a commitment to your subject and to teaching.
Even after the scholarship ends, the alumni scheme means that there are still events planned to support us as we progress throughout our careers. I’ve also been lucky enough to develop great friendships with other scholars who I would never have had the chance to meet otherwise!
Teaching really is the best job in the world. It does have its challenges — yes — but seeing the impact that you can have on children makes it more than worthwhile. Every day that I walk out of school I feel rewarded and privileged to be able to teach.
Chemistry is always developing, and that requires teachers to develop with it. Being a part of the RSC community means that I know I’ll have other like-minded educators ready to support me along the way. In September I’ll start my NQT year in my wonderful long-placement school, and honestly, I cannot wait.
