Arpa Ghazarian
Introduction
My name is Arpa Ghazarian and I graduated from the University of California, Los Angeles with a B.S. in Psychobiology. Go Bruins! While at U.C.L.A. I worked at the Gonda Genetics Research Laboratory contributing to the research of atherosclerosis. After graduating from college I became an enrichment coordinator at Campbell Hall Episcopal School, North Hollywood, teaching classes such as robotics, computer animation, and game making. My passion for science and teaching took me to The Mirman School for Gifted Children where I am currently a science instructor for the Upper School and one of the science specialists for the Lower School teaching Integrated Science, Forensic Science, Ecology, and Cooking. I am also an active member of the Multicultural, Educational Technology, and Green Committees.
Educational Philosophy
My philosophy on learning to be an excellent teacher is a career-long undertaking, given that a teacher is always in the process of becoming. First, it’s my priority to utilize my passion for teaching and science to create an inviting atmosphere filled with lessons and activities that promote curiosity, motivation, appreciation, collaboration, self-learning, clear communication of ideas, and relevance of science in their lives and the global community. Second, a teacher’s role should be that of a facilitator in her students’ learning process. I should be a master in my subject area so that I can give them the appropriate background information, tools, and resources to critically interpret the world around them. Lastly, it is essential to set clear and high standards for my students in a manner that encourages them to experience learning at their optimal potential. Through experience it is cautionary to note that setting goals for students should not lead them to feeling discouraged, unmotivated, and competitive.
Moreover, school is place that not only provides students the ability for academic growth, but also emotional and social growth. Parents are encouraged to take direct and indirect participation throughout their child’s development at school so that they can provide the necessary support and guidance without hindering their child’s ability to become independent, self-motivated, and proactive learners.
