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The minimum information everyone should know about me:
One of the first things I tell to my students is that the most important ability for succeeding in a physics course (and in life) is not mathematics, or even logic, it is imagination (and persistence).
Dr. Valentin Voroshilov:
Imagine that you are flying on a plain (or taking a train, or a bus), and talking to your neighbor. Turns out, he is in education, for years has been teaching math, logic, problem solving, but mostly physics; developed and taught courses to middle school students, to high school students, to college and university students, to students with learning disabilities; has a PhD in Education with focus on teacher professional development; taught to teachers courses on teaching and teaching development; consulted school and district officials on managing innovations in education; was a consultant to a state department of education to help with writing a program for strategic development of the state system of education; ran an institution responsible for development of analytical documents and policy recommendation for the department of education of a city with one million people (and did all this often at the same time).
No doubt, you would think that this guy was an expert in the field of education: an expert in teaching, an expert in improving teaching.
This guy is me, Dr. Valentin Voroshilov. I was wearing all those “hats” in Russia before I moved in Boston. My career was very promising, but I gave it up for a chance to move my family away from V. V. Putin.
At the time I had no publications in English. I didn't even have English. I had to start from a square one. First as a janitor. Learning English by books, radio, and TV shows.
Today I have recovered the most of my previous career (very proud of it!): I work full time at Boston University, I teach (mostly physics) and I am good at teaching; I publish (in English!). To illustrate my productivity: in addition to my publications I have developed numerous syllabi, lecture notes, home work and tests assignments, worksheets, laboratory manuals (in the volume similar to a moderate faculty team). I also have re-entered the field of consulting and teacher professional development.
In the end, I have a very unique teaching and research experience.
Currently, I maybe the only person in the whole world who has been teaching physics and mathematics, logic and problems solving, to 5th, 6th, 7th, 8th, 9th,10th graders, to college and university students, to middle and high school teachers, to students with learning disabilities; and who taught in two different countries (even on two different continents), and who has been deeply and consistently reflecting on this experience in various publications. Based on my unique experience I have developed several unique projects for advancing education.
In short, I am:
A teacher (from 5th-graders to college and university students, to school teachers; full description is at http://teachology.xyz/mathhealth/rezume.htm);
A researcher (the list of selected publications);
An auditor (assessing curricula, teaching practices, education policies);
A consultant (consulting individual teachers, schools, and school districts regarding educational policies, teaching technologies, learning outcomes, and quality of education in general; providing consulting support in developing education policies, including (but not limited to) developing two to five year plans of development for district and regional governing structures).
Follow this link for the cover letter and complete resume.
Follow this link for additional information.
My long-term projects (might take decades to complete!): http://teachology.xyz/1p.html
1. Physics as an entry in STEM education (http://www.teachology.xyz/2020.html).
2. A universal standard for measuring content knowledge in STEM (http://www.teachology.xyz/FW.htm).
3. Propelling a science of education by developing facilities for studying learning and teaching (http://www.teachology.xyz/30uS.html).
4. Reforming educational reform by inviting teachers into active forms of professional development (http://www.teachology.xyz/PrD.htm).
P.S. Please, be advised that I am NOT the only Valentin Voroshilov on the Web, but I am the only one who teaches math and physics, does research in education, writes on education, and consults educators!
P.P.S. I bet, there is no single person in the world who would call me “plain”, or “vanilla”. I polarize people! Most people like me (I hope), and find me smart, and witty, and open, and helpful. But some people do not like me; they try to avoid any interactions with me. After having reflecting on many years of my professional life I came up with a conclusion that those people may see me as threat to their “status quo”. I am not sure why do they see me that way; I am not a “cuckoo in the nest” who tries to kick out others and take their place. Maybe it is because I like saying what is on my mind (or, rather, I just do not know how to say straight things and make them sound smoothly). I do not like when someone tries to manipulate me (keeping me in a “dark”), and I find a way to show that I see it. When I have a professional discussion, often I see different interpretations of what others say, and want to clarify things for me by asking multiple questions. Maybe because of that people think that I am challenging them, or I do not trust their judgment.
P.P.P.S. These are some of my favorite sayings:
“If you didn't succeed first time, try and try again.”
“Repeating again and again the same actions and expecting a different result is an insanity.”
“If you look in a mirror, and do not like what you see, do not blame the mirror.”
(BTW: a mirror is an object or a person interaction with which activates the process of reflection on (a) personal appearance; (b) external environment; or (c) internal psychological state).
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