What is my super power?

When you think of a super power, you may think of mind reading and x-ray vision. My students think I can read their minds and that I have eyes in the back of my head. However, according to a recent online quiz, my super power is “Enhanced Intelligence.”

The results of the quiz described my super power as having a love for books, knowledge, and anything that challenges my mind. In addition I am practically a genius, and at times I may appear to be omniscient (an adjective meaning having complete or unlimited knowledge, awareness, or understanding, perceiving all things).

In summary, the quiz states that I have the ability to know anything and everything, and it really freaks people out! Well, at times, I do freak my students out with my ability to know things. Whatever their perception of my abilities of me may be, I don’t factually know everything. In fact, I learn from my students on a daily basis.

My super power of “Enhanced Intelligence” does not come easily. Teaching is a very difficult, challenging, and complicated profession. It demands a broad knowledge of subject matter, curriculum, and content standards. It requires one to be enthusiastic and caring, show a love of learning, understand and implement discipline, and effectively use management techniques. The profession requires on-going professional development by completing upper-level university courses to maintain state licensure. Through this process, combined with other educational opportunities, I continue to gain new knowledge of subject matter and current research about education and educational practices. I would do that even if it weren’t a professional requirement. Remember, I love soaking up knowledge.

Although not all students have the super power of Enhanced Intelligence, they each have some sort of super power. It is my challenge to help students discover and cultivate their own super power to realize their full potential. All humans rely on their early childhood experience to start identifying and cultivating their abilities and talents. My role as a teacher is to guide that process.

I teach at a Science Technology Engineering and Mathematics (STEM) school, where I immerse students in standards-based science instruction. They develop expertise through in-depth and inquiry-based learning. Students are engaged in hands-on investigations, requiring cooperative learning activities. Students engage in authentic, scientific inquiry as they strive to answer questions as scientists do. Students “talk it out” during structured peer discussions; they effectively communicate ideas and support developing claims with evidence. Students follow the scientific method and love the hands-on learning activities with which they are presented.

After the introductory science unit, students begin “Engineering is Elementary.” They can use the engineering design process to help solve problems. Students learn that engineers design technologies to help people solve problems; these young scientists find they have the talent and potential for designing and improving technologies. They start to see themselves as engineers

Throughout this process, students’ self-perceptions start to change. They see a glimpse of a potential super power and start making plans. One student may say she wants to be a chemical engineer. Another may comment he would like to work with soda pop. A third may feel compelled to work with motors and engines. Our early learning experiences directly influence the technology and information available within both our local and greater communities.

As an adult, I discovered my super power using an online quiz. As a teacher, I hope to help my young learners discover their super power first hand – in the classroom.

Jennifer Jones-Molina is a teacher at Machetanz Elementary.