AACT Member Spotlight: Robert Ayton



Every month AACT spotlights a passionate member who is dedicated to enhancing chemistry inside and outside the classroom. This month, we spotlight Robert Ayton. He teaches chemistry, AP Chemistry, physics, and AP Calculus at the Redeemer Christian School in Ocala, FL.

Tell us about yourself.

I am originally from Philadelphia, Pennsylvania but transplanted to Ocala, Florida almost 20 years ago. I graduated with a B.S. in Chemistry, earned a Master’s in Chemistry, and am currently in a graduate program at ThirdMill Seminary. I have been blessed with a beautiful wife, Elizabeth, and we have four boys between us: Tanner (20), Tucker (18), Timothy (15), and Christopher (12). My passion lies in teaching each day at Redeemer Christian School in Ocala, Florida and helping my fellow teachers all around the nation to grow and excel in the classroom.

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

I began my career in science in 1999 as an analytical chemist and pharmaceutical laboratory manager, a role I held for nearly eight years. During that time, I led a team of scientists in securing federal approval for pharmaceutical drugs that would go on to save lives. While I achieved my dream of becoming a chemist, I felt a growing desire to teach—an aspiration deep in my heart that called me to help people one-on-one, in real time. After much prayer and reflection, I made the decision to leave my successful laboratory career and pursue my passion for teaching. 

Now, in my 20th year, I teach Advanced Placement Chemistry, Physics C: Mechanics, Calculus AB, and courses like Pre-AP Chemistry and Experimental Science. Teaching allows me to blend my scientific and mathematical expertise with a deep commitment to improving the lives of every student who walks into my classroom. While my goal of "saving lives" has remained constant—first as a chemist and now as a teacher—changing careers has expanded my ability to impact the world around me.

What are you most proud of in your work?

Over my tenure of teaching, I have received many prestigious accolades such as Marion County Rookie Teacher of the Year, Marion County Golden Apple Teacher of the Year, ACS Florida Chemistry Teacher of the Year, Florida High School Science Teacher of the Year, and ACS Division of Chemical Education Southeastern Region Award for Excellence in High School Teacher. I have also helped build a brand new, streamlined high school science and mathematics program from scratch in less than a decade which has resulted in over 80% of my students consistently passing the Advanced Placement exams. I have also been able to speak and present about chemical education throughout my state of Florida and across the country in the areas of chemical education. The awards and accolades I’ve received have been rewarding, but what I truly treasure are the opportunities to form meaningful connections with every student who walks into my classroom. Watching them grow into young men and women of character and integrity has been the most fulfilling part of my work. I take the greatest pride in inspiring my students with a lifelong love of learning, helping them discover the beauty within the sciences, and knowing they are committed to striving for excellence.

How do you monitor the progress of your students? How do you ensure underperformers excel?

During my time as an educator, I’ve discovered that truly effective teaching is engaging, relational, inquiry-based, and focused on fostering deep understanding through problem-solving. My philosophy of teaching science centers on recognizing the inherent value of each student. With this perspective, I approach monitoring student progress differently than in most science classrooms. I don’t view failure as a sign of underperformance; rather, I see it as an opportunity for growth. In fact, failure often leads to the most meaningful learning in my classes, and my students quickly realize that there is grace in being wrong. When other classrooms might label certain students as underperformers, I’ve seen those same students thrive, as they are empowered to embrace mistakes and grow from them.

Traditional scientific instruction across the country typically involves lecturing, testing, and assigning grades. I’ve found that this conventional approach is largely transactional, where the teacher delivers content and the student simply produces a grade. In these settings, failure on tests is often blamed solely on the student, and success is defined only by correct answers. My classroom, however, fosters continuous assessment—both from me and from the students themselves. It’s a space where a growth mindset prevails, allowing students the freedom to fail, learn, grow, and ultimately succeed by prioritizing the learning process over mere grades.

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

One of the most significant influences on my teaching career has been my active involvement with AACT, which I’ve been a member of since its founding in 2014. Its primary mission to support and empower chemistry teachers to excel and create truly effective learning environments aligns with my own professional values. The professional development webinars have not only allowed me to connect with a network of chemistry colleagues but have also provided a wealth of labs, activities, and articles that enhance my students' understanding. Through my membership, I’ve contributed several classroom resources that were featured as Resource of the Month on the AACT site, actively engaging students in meaningful learning. Additionally, I had the privilege of serving two years on the Nominating & Awards Committee, where I helped evaluate candidates for elected positions on the AACT Governing Board and selected recipients for AACT teaching awards.

AACT has also inspired me to extend the reach of my chemistry teaching beyond my classroom walls. I have grown an AACT ChemClub program at Redeemer Christian School that accounts for over 20% of the student body meeting to learn and enjoy chemistry outside of the classroom. I have also been supported by AACT to create the ChemBowl, a county-wide quiz competition for both public and private schools. ChemBowl is a fun, annual competition that has brought over 60 students from all around the county each year to compete and enjoy a night of chemistry. My ChemClub students have also been supported by AACT in receiving the ACS Community Activities Grant, which helped them create the Little Lions Chemistry Program, an annual initiative that allows high school students to teach chemical concepts to elementary school children.

Share some words of wisdom to other chemists.

Never stop learning!

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

Critical, analytical thinking