AACT Member Spotlight: Michael Miehl



Every month AACT spotlights a passionate member who is dedicated to enhancing chemistry inside and outside the classroom. This month, we spotlight Michael Miehl. He teaches chemistry and AP Chemistry at Sherwood High School in Sandy Spring, MD.

Tell us about yourself.

I have a BS in chemistry, MS in curriculum and instruction, and I have taught a variety of science classes in public schools, but most recently all levels of chemistry. I started a ChemClub a while back, and it’s been a huge hit in terms of students attending meetings, engaging in activities, and even taking advanced chemistry courses. My highest priority in ensuring student engagement is building positive student relationships and fostering an inclusive, safe classroom environment.

Why did you become a teacher? Did you always want to teach?

After working at a summer camp during my high school years, I enjoyed working with young people and helping them learn new things. In college, I toyed with the idea of getting a PhD in chemistry, but an experience doing research shot that down quickly; I liked people more than toiling in a lab! There’s a story my late mother told me that once, when I was a toddler at a family reunio,n I mounted a slide platform and began to “teach” my cousins by babbling nonsense words to their amazement,

What fuels your passion for science and teaching?

My students drive my passion for teaching. Their questions help me improve my teaching skills and help me figure out better ways to explain concepts. Yes, I have students who are challenging to “reach” but the vast majority of my students say chemistry is their favorite class.

What are you most proud of in your work?

The fact that many students say how much they like my class, despite it being difficult. I once had a very reserved student who basically was raising herself at home, who seemed to really struggle socially and academically. For some reason, she opened up in my class and shared with me her love of music and even gave a presentation. One other student who apparently knew her for a while remarked, “I’ve never heard you speak before today,” after her presentation. She even went on to earn a “2” on the AP chemistry exam. I was so proud of her and that score because I knew how hard she worked for it.

What topic do you find hardest for students? How do you teach it?

Every year is different, it seems. Some years it’s Stoichiometry, this year it was acid-base equilibrium. It seems I play “wack-a-mole” (pun intended!) in that once I improve my own teaching for one topic, another difficult one pops up. Since students communicate frequently with each other and me, we can sort of “head it off at the pass,” as it were, but sometimes kids still bomb tests they “thought” they knew the material for.

What do you do to remain current and bring the latest science into the classroom?

Being an AACT member, I get ACS membership so I make frequent use of C&EN articles. They are a literal treasure trove of chemistry in current events. I also have a long relationship with a science writer who gives occasional talks to my classes.

How do you monitor the progress of your students? How do you ensure under-performers excel?

I check in with kids daily, one way or another. The ubiquity of cell phones and young people’s exposure to them at a young age means they are either addicted to their phones by the time they reach me or have figured out how to manage them. There is little in between. Success in my classroom depends critically on student engagement. If a student is paying attention, asking questions, doing the lab and practice problems with me, they will succeed. I also have flexible deadlines and talk to students privately who I feel need extra support to find out what’s the best way to help them.

What is your approach to building a meaningful relationship with your students and their parents?

Frequent honest communication and being myself. I’ve always been good at honesty and talking with parents, not so much being “me.” I’ve been too nervous and would frequently second-guess myself as a younger teacher, I feel. I have learned to trust my instincts more and not be afraid to share my history or personal experiences with students. Listening to students is top priority and realizing that for most of them, academics takes back seat to their emotional and social lives.

Why did you become involved with AACT? What are the benefits of being involved?

I’m not ashamed to say it, it’s the Benjamins baby! I enjoy the enthusiastic support through the ChemClub Communities Grant and Sciences Coaches grant. I also love access to great lessons—as there’s a lot of garbage out there. I appreciate being a part of a professional community that knows exactly what I need.

Share some words of wisdom with other chemists.

It is no exaggeration to say that chemistry is THE most important science. What you do profoundly MATTERS! From biomedical research to drug and food safety to environmental regulation to energy to textile and other consumer goods, chemistry is critical. Be proud of your field of study and consider passing on your wisdom as a guest speaker, volunteer, or teacher!

In three words, what would your students say they learned from you?

Passion for learning