I’m Lennox. I teach science, and love it because I genuinely enjoy both the subject and the people learning it.

Teaching Style

My teaching style is pretty simple: students learn things by doing things. They run experiments, collect actual data, test ideas, compare results, learn how to disagree constructively, and revise their opinions when needed. I design everything through UDL because I prefer classrooms where everyone can participate without performing acrobatics to access the content.

Collaboration

I enjoy working with colleagues. Co-planning is energizing, multi-disciplinary connections are fun, and someone always brings a perspective I wouldn’t have come up with on my own. And, I’m also comfortable stepping into the music wing when needed — I lead musical groups weekly.

Structure

I find that students respond well to structure, clarity, and a teacher who can stay steady without being rigid. I keep things predictable (predictably exciting, even), use humor where it helps, and make it clear that thinking is expected and mistakes are normal.

Research Background

My research background is in materials chemistry and geochemistry. In graduate school, I synthesized and characterized quantum materials, ran experiments at national laboratory facilities, and spent a lot of time negotiating with ornery equipment. After that, I worked as an engineer at Intel, where the experiments got bigger, the stakes got higher, and the collaboration got even more important.
Both experiences taught me how to communicate clearly, troubleshoot calmly, and work well with a wide range of humans.

Me, the human

Outside the classroom, I play the French horn, compose music, hike, grow vegetables with mixed results, and read about things like Jupiter’s core (it’s fuzzy!) or biogeochemical cycles for fun. It all finds its way back into my teaching — sometimes in a cinematic “learning is everywhere” way, but also in a practical, “here’s another angle that might make sense” way.

That’s me. Direct, curious, collaborative, and here to make science understandable for actual kids — not hypothetical ones.