Mrs. Kopecky is entering her 21st year of teaching. You might have been lucky enough to have her as your regular or AP Biology teacher. She shares her love and passion for the field through her interactive ways of teaching. Whether she’s balancing teaching or spending quality time with her family, she is able to bring the same dedication to both.
What initially drew you to teaching biology, and how did you end up in this field?
“I studied pre-med in college, majoring in biology with a minor in chemistry. I thought I wanted to go into the medical field but realized I wasn’t ready to devote 4 to 6 more years to schooling. Instead, I decided to go into research and development and worked at some of the larger pharmaceutical companies here in Chicago. I missed the human interactions I would have had in medicine, and my husband (who is also a teacher) suggested I try teaching. I went back, earned my teaching certificate and a master’s in education, started teaching in 2004, and never looked back!”
How did your early experiences with nature or biology shape your decision to become a teacher?
“I have always been fascinated by the science behind how the body works, and I have a deep appreciation for nature. I realized that I often talk about science in my daily conversations, and thought I could use that passion to inspire future scientists by bringing it into the classroom.”
What are some of the biggest differences in how you approach teaching regular biology versus AP biology?
“For both levels of my biology classes, I try to take the content and make real-world connections whenever possible. The difference is that in AP Biology, I have the ability to go further in-depth because those students typically have more background in science.”
What changes or trends do you see in the field of biology education that excite you?
“I’m excited to see growth in the bioengineering field. We’re beginning to see the application of engineering principles to energy sustainability, agricultural production, and healthcare.”
What do you think is the most important skill or knowledge set for students to leave your biology class with?
“My hope is that every student who leaves my class becomes a critical thinker. I want them to use the skills they’ve learned to evaluate evidence, identify biases, and come to their own conclusions on topics while remaining open to new ideas.”
Do you think their biology background (yours, or just their understanding of the body) helps them in their training or gameplay in any way?
“Yes! One of the main topics we discuss is how to fuel the body before, during, and after practices and games. We talk about the importance of good complex carbohydrates that can sustain energy for the duration of a game, as well as the need to replenish carbohydrates after a workout. We also emphasize choosing healthy, easily digestible foods to eat between games during tournaments—and saving the fast food burgers and milkshakes for afterwards.”
What advice would you give to other parents or teachers trying to balance work and family while supporting a child’s extracurriculars or sports pursuits?
“Organization is extremely helpful. Knowing ahead of time when practices, games, major assignments, and assessments are scheduled can greatly aid in time management. I’ve also found that it’s okay to ask for help—I rely on the support of friends and family to shuttle my kids to practice. I also take advantage of any offers from colleagues to help lighten my workload, like prepping labs or making copies. As a teacher and parent of two children with busy extracurricular schedules, I try to accommodate work-life balance in the classroom by providing built-in individual work time.”
Is there anything about you that most people don’t know?
“We collect old cars, and one of our favorite family pastimes is hopping into one of them to go for a cruise and get ice cream. We currently have a ’69 Chevy Impala, ’72 Pontiac LeMans, ’69 Plymouth Roadrunner, and an ’87 Chevy Blazer, separate from our daily drivers. Sometimes you might even see me driving one of these cars to work.”
