SI Final Report for Me, Tanner Besson Intern Teacher’s Descriptive Report (Continued) Since the school was generous enough to assign me a classroom with an attached lab, T was given the opportunity to incorporate numerous demonstrations and laboratory experiments, where the students and I worked to develop necessary skills and scientific literacy to prepare them for a technologically and scientifically advanced society. From green-flaming pumpkins at Halloween to creating standardized solutions and from combustion of ethanol to using cabbage juice as a pH indicator, bringing science to life by actually bringing the science to my students ‘was my goal throughout the semester and I consistently felt at LCI that I was able to accomplish this. Indeed, this was also the foundation for my professional inquiry project, which is an ongoing and ever-developing online database of science demonstrations and experiments organized by Alberta science curriculum. At the Chemistry 20 level, I was challenged every day to make a specific scientific field interesting, engaging and clear to students. My goal still being to bring science to life by bringing science to the classroom (through demonstration and experimentation), I was also challenged to integrate mathematical and problem-solving skills into my lessons. I frequently challenged my students’ ability to solve problems, improve numeracy and laboratory skills by developing integrated and carefully developed questions to prepare them not only for chemistry as a field of study, but to prepare them to be adaptable in an ever-advancing society. The umbrella ideal here again being to teach these students how to think instead of what to think. Perhaps the most important and incredible part of this placement was the relationships T ‘was able to develop. I was frequently given the chance to get involved with the school community through volunteering opportunities at sporting events, organizing the remembrance day ceremony with my fellow interns, attending sporting events and fine arts productions and subscribing to the professional development committee where I was able to assist in planning, and sometimes lead the various school-based P.D. activities for the teaching staff. Through these involvements, I was able to connect with the student body as well as the staff on an entirely different level, which was an experience unlike any other. First, the relationships I developed with my students was one of transparency and mutual respect. For the students in my class especially, connecting with them outside a classroom made the classroom climate and my relationship with my students much more relaxed and special. Through mutual respect, common ground and mutually attending sporting or other community events, the relationship I developed with my students was one of substance and one that I will strive to achieve with my future students after seeing the positive effects these ones yielded. Second, for the relationships with the LCI staff, being given the opportunity to lead professional development activities and to participate in planning the PD days gave me the opportunity to connect with staff on a different level as well as obtain exposure to a different kind of teaching and learning process. I had to think outside the box to really understand what it took to develop an activity to develop other teachers’ professional skills, some with careers 30 times the length of my own, 2