AACT Member Spotlight: Todd Smeltz



Every month AACT spotlights a passionate member who is dedicated to enhancing chemistry inside and outside the classroom. This month, we spotlight Todd Smeltz. He teaches chemistry at Upper Dauphin Area High School in Elizabethville, PA.

Tell us about yourself.

I have been teaching for 36 years. I am currently teaching 9th grade introductory chemistry and a college level dual-enrollment chemistry to 10th-12th graders in a small, rural public school in Pennsylvania. I have also taught algebra, geometry, physical science and Chemistry in the Community in the past. I am married and we have 2 adult children and two cats. I like to travel to different parts of the United States and would like to visit other countries when I retire. I enjoy playing cards, bike rides, swimming in the lake, watching mini-series, and enjoying time with my family.

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

I decided I wanted to be a teacher when I was in high school. I was always strong in math and science and I was able to help other students who were struggling, and enjoyed doing it. I felt good when I saw that I helped someone else succeed. I also had an excellent chemistry teacher who made learning fun, and I wanted to be a teacher like that. He took an interest in his students beyond the subject matter to make a connection with his students, and I felt like I wanted to do that.

Share a story from your past that led to your choosing your field of work.

I had a really great chemistry and physics teacher in high school. He was a lot of fun, but he also held high expectations to learn. I also had great chemistry professors in college. My teacher and professors showed an interest in me, helped me understand chemistry by making it visual and real, and that motivated me to want to learn more and teach others.

What fuels your passion for science and teaching?

Seeing students succeed and enjoy themselves as they are learning in my class is a big motivator. I also attend professional conferences where I can talk to other chemistry teachers and explore new ideas and activities that I can bring back to my classroom. I like to find and try new stategies as well as present concepts different ways  to keep things fresh.

What are you most proud of in your work?

I am proud when I see my students succeed. Successes can be anything from seeing a student who was struggling keep working and finally have that moment where it all comes together and they understand the concepts. I'm also proud of students who have studied chemistry beyond high school and have become successful in the field. Two of my past students have earned their doctorate in chemistry and are now professors at the college level. One of them has also been granted several patents for his research and development in nanotechnology. He became interested in the topic because of a field trip during my class to explore majors and careers in nanotechnology at a state university that offered the program.

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

Atomic Theory/Quantum Model because it is hard for students to visualize. I utilize models and simulations so they can visualize what the atom looks like and how the subatomic particles behave. I use analogies that students can relate to so they can visualize and understand the dynamics of what is happening in the atom.

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

There is always something new to learn about in science that connects to the outside world. I became very interested in nanotechnology and attended several workshops for teachers. I have incorporated this topic into my curriculum so that students can see how chemistry relates to manufacturing products they utilize every day. I was able to connect to the director of the nanotechnology teaching lab at Penn State University by attending a 3 day workshop he presented, and as a result, he became my Science Coach through the Science Coaches Program offered by AACT and ACS. He and his partner bring low cost nanotechnology related lab activities to my classroom and we implement them during my lab periods to expose students to processes that are used in nanofabrication. I also take my students to Penn State University where they get involved in activities, tour the cleanroom, and get to operate scanning electron microscopes. This experience has helped to keep things fresh. I am always learning something new and bringing it to my students, which helps to keep things interesting and exciting.

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

I chunk material and monitor student understanding on material utilizing formative assessments before giving a summative assessment at the end of a unit. I assign students problems to do at their seats while I monitor the room so that I can stop with students individually who get stuck. I also allow students to work in groups or "pair-share" so that they have an opportunity to help each other learn. I also give the opportunity for students to take retests. I return their original test back, noting where they made mistakes so they can revisit that material to get a better understanding before taking another test with similar types of problems (it's not the same test, but tests the same material). They also have the opportunity to reserve a time to meet with me to go over the mistakes they made on their test.

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

I greet my students at my classroom door, talk to them about things they are interested in, go to their extracurricular events (sporting events, musicals, concerts, etc.), and interact with them as much as possible. I send emails to parents to recognize student work and/or effort, as well as communicate student struggles when we need to work together to build a plan for success. I treat my students with respect and expect that we keep an environment of mutual respect in the classroom, so every student feels welcomed and important.

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

AACT offers so many resources. I was so excited to becomea member when I first learned about the organization. The digital simulations are awesome, I find that they are such a good way to allow students to "see" what is happening at the particle level. The Science Coaches Program has been such a great experience for me, helping to connect the beauty of science around us to the classroom so the students see how science relates to everything around them. I also enjoy the short videos and animations on different topics as well as the libray of teaching ideas for labs and activities.

Share some words of wisdom with other chemists.

Check out all of the teaching resources available to them through AACT and bring them to the classroom.

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

Stoichiometry, Nanotechnology, The Chemistry Dance