Teacher Details
Natalie Berkowitz
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Background Checked
Degree:
MA Secondary Science Education - Biology, Communicative Disorders/Speech Pathology, K-12 self contained, middle school math and science, Biology, Algebra, College Preparatory
Citizen:
United States
From the Teacher:
Hi! My name is Natalie Berkowitz. I have a BA from CSULB in Communicative Disorders/Speech Pathology and a MA in Secondary Science Education-Biology from Teachers College – Columbia University in NYC, however, the most important education I received was while serving as a U.S. Peace Corps Volunteer in Namibia.
I have traveled and lived on four continents (born in Japan on a U.S. Army Base) and all across the U.S(West or left coast, East or right coast and even the flyover Midwest). I am a strong believer in community service/volunteering and serve as a board member for the N. Ca. Returned Peace Corps Volunteer Association. In between all of this, my passions include: running, bike riding (road and mtn.), reading, time with friends and family, cooking, gardening and quilting and LEARNING. Right now I am very intrigued by biochemistry, nanotechnology, nutrition and neuroscience. My quick reads are (1) The New Yorker (2) Wired Mag (3) Popular Science (4) a great cookbook.
My teaching philosophy is summed up by the following:
1) Education is the only commodity that never loses value.
2) Knowledge is indeed power - it is the most transformative resource to the individual, community and world at large.
3) Throughout history, the denial of an education has been used as the ultimate form of control and destruction.
I believe learning and change throughout ones life to be the most significant endeavor anyone can pursue and to that end I love being a facilitator/educator. Characteristically, I use constructivist pedagogy as my approach to learning with students in stimulating explorations of science as well as the intersection into art, history and philosophy. While the ideal world should allow for alternative assessment to enable all students to reach their potential, it is often not the case. I try to find a reasonable balance between the cognitive learning process and what mechanisms are necessary to prepare students to excel at the collegiate level as well as in life.
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