I can provide a flexible format of reinforcement for lessons within the primary program and a general bottom-up presentation. I would tend to use more informal pen-and-paper illustration to be flexible as the lesson requires, however a general lesson plan does begin with minor lecture, reinforcement of mathematics and concepts, and further adaptation with demonstrable application.

My main field of study is chemistry, however I am confident in most sciences. I have found an informal flexibility with adult students and university students to be more effective as it can help the connection between concepts lost or forgotten, while staying within the primary lecture for younger students in school does help reinforce these concepts. Content can always be dynamic with programs made in order to illustrate chemistry easily, Powerpoint lectures as appropriate, and light work in order to get all students under my tutelage used to working within Microsoft Office and its various suites.

If I were to be the teacher for a Chemistry course, I expect students to be able to competently demonstrate and explain scientific principles with a presentation and a test. The former is a cornerstone of all scientific fields and to help aid in dispelling the myth that science is conducted in secret, while the latter tests the practical ability of the student to recall and apply the concepts learned. While the presentation should be conducted in a formal manner during talks while working as a presenting scientist, I only wish for the students to present their research formally, rather than all formalities be made. This, however, does not solely apply for Chemistry, but in all science possible.

Everyday has the possibility to learn something new.