Why I became a teacher

From science shows to classroom i stock 15197814 300tb[1]

Source: © iStock

Rosie Coates, an RSC teacher scholar, talks about how a career in science communication led her into teaching

I first caught the bug for exciting young people about chemistry through outreach while studying for my PhD. I found watching pupils experience dry ice for the first time allowed me to experience that wonder again through them. It’s a massive buzz – I was hooked.

Science shows are great, they are high energy with lots of audience participation – excited faces, catapulting marshmallows, banana hammers and levitating beach-balls. What's not to love? Nothing makes you feel good like 200 Key Stage 1 and 2 pupils applauding and whooping as you smash an egg. 

Rosie Coates explains how this led her into teaching, and why

Thanks for using Education in Chemistry. You can view one Education in Chemistry article per month as a visitor. 

A photograph of a teacher standing in a white lab coat, speaking with a class of children in a laboratory, is superimposed on a colourful background. Text reads "Teach Chemistry means support for classroom and staff room".

Register for Teach Chemistry for free, unlimited access

Registration is open to all teachers and technicians at secondary schools, colleges and teacher training institutions in the UK and Ireland.

Get all this, plus much more:

  • unlimited access to resources, core practical videos and Education in Chemistry articles
  • teacher well-being toolkit, personal development resources and online assessments
  • applications for funding to support your lessons

Already a Teach Chemistry member? Sign in now.

Not eligible for Teach Chemistry? Sign up for a personal account instead, or you can also access all our resources with Royal Society of Chemistry membership.