Teacher

Classroom at a secondary school in Pendembu, Sierra Leone.
Occupation
Names	Teacher, schoolteacher
Activity sectors	Education
Description
Competencies	Teaching abilities, pleasant disposition, patience
Education required	Teaching certification

Jewish children with their teacher in Samarkand, the beginning of the 20th century

A teacher or schoolteacher is a person who provides education for pupils (children) and students (adults). The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional qualifications or credentials from a university or college. These professional qualifications may include the study of pedagogy, the science of teaching. Teachers, like other professionals, may have to continue their education after they qualify, a process known as continuing professional development. Teachers may use a lesson plan to facilitate student learning, providing a course of study which is called the curriculum.

A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.

A teacher who facilitates education for an individual may also be described as a personal tutor, or, largely historically, a governess.

In some countries, formal education can take place through home schooling. Informal learning may be assisted by a teacher occupying a transient or ongoing role, such as a family member, or by anyone with knowledge or skills in the wider community setting.

Religious and spiritual teachers, such as gurus, mullahs, rabbis, pastors/youth pastors and lamas, may teach religious texts such as the Quran, Torah or Bible.

Professional educators[link]

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A teacher of a Latin school and two students, 1487

Teaching may be carried out informally, within the family which is called home schooling (see Homeschooling) or the wider community. Formal teaching may be carried out by paid professionals. Such professionals enjoy a status in some societies on a par with physicians, lawyers, engineers, and accountants (Chartered or CPA).

A teacher's professional duties may extend beyond formal teaching. Outside of the classroom teachers may accompany students on field trips, supervise study halls, help with the organization of school functions, and serve as supervisors for extracurricular activities. In some education systems, teachers may have responsibility for student discipline.

Around the world teachers are often required to obtain specialized education, knowledge, codes of ethics and internal monitoring.

There are a variety of bodies designed to instill, preserve and update the knowledge and professional standing of teachers. Around the world many governments operate teacher's colleges, which are generally established to serve and protect the public interest through certifying, governing and enforcing the standards of practice for the teaching profession.

The functions of the teacher's colleges may include setting out clear standards of practice, providing for the ongoing education of teachers, investigating complaints involving members, conducting hearings into allegations of professional misconduct and taking appropriate disciplinary action and accrediting teacher education programs. In many situations teachers in publicly funded schools must be members in good standing with the college, and private schools may also require their teachers to be college peoples. In other areas these roles may belong to the State Board of Education, the Superintendent of Public Instruction, the State Education Agency or other governmental bodies. In still other areas Teaching Unions may be responsible for some or all of these duties.

Pedagogy and teaching[link]

Dutch schoolmaster and children, 1662

A primary school teacher in northern Laos

The teacher-student-monument in Rostock, Germany, honours teachers

In education, teachers facilitate student learning, often in a school or academy or perhaps in another environment such as outdoors. A teacher who teaches on an individual basis may be described as a tutor.

GDR "village teacher", a teacher teaching students of all age groups in one class in 1951

The objective is typically accomplished through either an informal or formal approach to learning, including a course of study and lesson plan that teaches skills, knowledge and/or thinking skills. Different ways to teach are often referred to as pedagogy. When deciding what teaching method to use teachers consider students' background knowledge, environment, and their learning goals as well as standardized curricula as determined by the relevant authority. Many times, teachers assist in learning outside of the classroom by accompanying students on field trips. The increasing use of technology, specifically the rise of the internet over the past decade, has begun to shape the way teachers approach their roles in the classroom.

The objective is typically a course of study, lesson plan, or a practical skill. A teacher may follow standardized curricula as determined by the relevant authority. The teacher may interact with students of different ages, from infants to adults, students with different abilities and students with learning disabilities.

Teaching using pedagogy also involve assessing the educational levels of the students on particular skills. Understanding the pedagogy of the students in a classroom involves using differentiated instruction as well as supervision to meet the needs of all students in the classroom. Pedagogy can be thought of in two manners. First, teaching itself can be taught in many different ways, hence, using a pedagogy of teaching styles. Second, the pedagogy of the learners comes into play when a teacher assesses the pedagogic diversity of his/her students and differentiates for the individual students accordingly.

Perhaps the most significant difference between primary school and secondary school teaching is the relationship between teachers and children. In primary schools each class has a teacher who stays with them for most of the week and will teach them the whole curriculum. In secondary schools they will be taught by different subject specialists each session during the week and may have 10 or more different teachers. The relationship between children and their teachers tends to be closer in the primary school where they act as form tutor, specialist teacher and surrogate parent during the course of the day.

This is true throughout most of the United States as well. However, alternative approaches for primary education do exist. One of these, sometimes referred to as a "platoon" system, involves placing a group of students together in one class that moves from one specialist to another for every subject. The advantage here is that students learn from teachers who specialize in one subject and who tend to be more knowledgeable in that one area than a teacher who teaches many subjects. Students still derive a strong sense of security by staying with the same group of peers for all classes.

Co-teaching has also become a new trend amongst educational institutions. Co-teaching is defined as two or more teachers working harmoniously to fulfill the needs of every student in the classroom. Co-teaching focuses the student on learning by providing a social networking support that allows them to reach their full cognitive potential. Co-teachers work in sync with one another to create a climate of learning.

Rights to enforce school discipline[link]

Throughout the history of education the most common form of school discipline was corporal punishment. While a child was in school, a teacher was expected to act as a substitute parent, with all the normal forms of parental discipline open to them.

Medieval schoolboy birched on the bare buttocks

In past times, corporal punishment (spanking or paddling or caning or strapping or birching the student in order to cause physical pain) was one of the most common forms of school discipline throughout much of the world. Most Western countries, and some others, have now banned it, but it remains lawful in the United States following a US Supreme Court decision in 1977 which held that paddling did not violate the US Constitution.^[1]

30 US states have banned corporal punishment, the others (mostly in the South) have not. It is still used to a significant (though declining) degree in some public schools in Alabama, Arkansas, Georgia, Louisiana, Mississippi, Oklahoma, Tennessee and Texas. Private schools in these and most other states may also use it. Corporal punishment in American schools is administered to the seat of the student's trousers or skirt with a specially made wooden paddle. This often used to take place in the classroom or hallway, but nowadays the punishment is usually given privately in the principal's office.

Official corporal punishment, often by caning, remains commonplace in schools in some Asian, African and Caribbean countries. For details of individual countries see School corporal punishment.

Currently detention is one of the most common punishments in schools in the United States, the UK, Ireland, Singapore and other countries. It requires the pupil to remain in school at a given time in the school day (such as lunch, recess or after school); or even to attend school on a non-school day, e.g. "Saturday detention" held at some US schools. During detention, students normally have to sit in a classroom and do work, write lines or a punishment essay, or sit quietly.

A modern example of school discipline in North America and Western Europe relies upon the idea of an assertive teacher who is prepared to impose their will upon a class. Positive reinforcement is balanced with immediate and fair punishment for misbehavior and firm, clear boundaries define what is appropriate and inappropriate behavior. Teachers are expected to respect their students; sarcasm and attempts to humiliate pupils are seen as falling outside of what constitutes reasonable discipline.^{[verification needed]}

Whilst this is the consensus viewpoint amongst the majority of academics, some teachers and parents advocate a more assertive and confrontational style of discipline.^{[citation needed]} Such individuals claim that many problems with modern schooling stem from the weakness in school discipline and if teachers exercised firm control over the classroom they would be able to teach more efficiently. This viewpoint is supported by the educational attainment of countries—in East Asia for instance—that combine strict discipline with high standards of education.^{[citation needed]}

It's not clear, however that this stereotypical view reflects the reality of East Asian classrooms or that the educational goals in these countries are commensurable with those in Western countries. In Japan, for example, although average attainment on standardized tests may exceed those in Western countries, classroom discipline and behavior is highly problematic. Although, officially, schools have extremely rigid codes of behavior, in practice many teachers find the students unmanageable and do not enforce discipline at all.

Where school class sizes are typically 40 to 50 students, maintaining order in the classroom can divert the teacher from instruction, leaving little opportunity for concentration and focus on what is being taught. In response, teachers may concentrate their attention on motivated students, ignoring attention-seeking and disruptive students. The result of this is that motivated students, facing demanding university entrance examinations, receive disproportionate resources. Given the emphasis on attainment of university places, administrators and governors may regard this policy as appropriate.

Obligation to honor students rights[link]

Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.^[2][3]

Teacher enthusiasm[link]

A teacher and young pupils at The British Museum Duveen Gallery

Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students.^[4] These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis.^[5] One of the difficulties in this approach is that teachers may have repeatedly covered a curriculum until they begin to feel bored with the subject which in turn bores the students as well. Students who had enthusiastic teachers tend to rate them higher than teachers who didn’t show much enthusiasm for the course materials.^{[citation needed]}

Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students’ intrinsic motivation to learn and vitality in the classroom.^[6] Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn.^{[citation needed]} Students who experienced a very enthusiastic teacher were more likely to read lecture material outside of the classroom.

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a classroom atmosphere full of energy and enthusiasm which feed student interest and excitement in learning the subject matter.^{[citation needed]} Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher’s enthusiasm may contribute to the student’s expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a “motivational embellishment”; increasing a student’s interest by the variety, novelty, and surprise of the enthusiastic teacher’s presentation of the material. Finally, the concept of emotional contagion, may also apply. Students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher.^{[citation needed]}

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students.^{[7][8][9][10]} Useful teacher-to-student interactions are crucial in linking academic success with personal achievement.^[11] Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide his student in aligning his personal goals with his academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.^[10][12][13]

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers.^[11][12] Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.^[8]

The way a teacher promotes the course they are teaching, the more the student will get out of the subject matter. The three most important aspects of teacher enthusiasm are enthusiasm about teaching, enthusiasm about the students, and enthusiasm about the subject matter. A teacher must enjoy teaching. If they do not enjoy what they are doing, the students will be able to tell. They also must enjoy being around their students. A teacher who cares for their students is going to help that individual succeed in their life in the future. The teacher also needs to be enthusiastic about the subject matter they are teaching. For example, a teacher talking about chemsitry needs to enjoy the art of chemistry and show that to their students. A spark in the teacher may create a spark of excitement in the student as well. A enthusiastic teacher has the ability to be very influential in the young students life.

Misconduct[link]

Misconduct by teachers, especially sexual misconduct, has been getting increased scrutiny from the media and the courts.^[14] A study by the American Association of University Women reported that 9.6% of students in the United States claim to have received unwanted sexual attention from an adult associated with education; be they a volunteer, bus driver, teacher, administrator or other adult; sometime during their educational career.^[15]

A study in England showed a 0.3% prevalence of sexual abuse by any professional, a group that included priests, religious leaders, and case workers as well as teachers.^[16] It is important to note, however, that the British study referenced above is the only one of its kind and consisted of "a random ... probability sample of 2,869 young people between the ages of 18 and 24 in a computer-assisted study" and that the questions referred to "sexual abuse with a professional," not necessarily a teacher. It is therefore logical to conclude that information on the percentage of abuses by teachers in the United Kingdom is not explicitly available and therefore not necessarily reliable. The AAUW study, however, posed questions about fourteen types of sexual harassment and various degrees of frequency and included only abuses by teachers. "The sample was drawn from a list of 80,000 schools to create a stratified two-stage sample design of 2,065 8th to 11th grade students"Its reliability was gauged at 95% with a 4% margin of error.

In the United States especially, several high-profile cases such as Debra LaFave, Pamela Rogers, and Mary Kay Latourneau have caused increased scrutiny on teacher misconduct.

Chris Keates, the general secretary of National Association of Schoolmasters Union of Women Teachers, said that teachers who have sex with pupils over the age of consent should not be placed on the sex offenders register and that prosecution for statutory rape "is a real anomaly in the law that we are concerned about." This has led to outrage from child protection and parental rights groups.^[17]

Teaching around the world[link]

There are many similarities and differences among teachers around the world. In almost all countries teachers are educated in a university or college. Governments may require certification by a recognized body before they can teach in a school. In many countries, elementary school education certificate is earned after completion of high school. The high school student follows an education specialty track, obtain the prerequisite "student-teaching" time, and receive a special diploma to begin teaching after graduation.

International schools generally follow an English-speaking, Western curriculum and are aimed at expatriate communities.^[18]

Canada[link]

Teaching in Canada requires a post-secondary degree Bachelor's Degree. In most provinces a second Bachelor's Degree such as a Bachelor of Education is required to become a qualified teacher. Salary ranges from $40,000/year to $90,000/yr. Teachers have the option to teach for a public school which is funded by the provincial government or teaching in a private school which is funded by the private sector, businesses and sponsors.

England[link]

Salaries for Nursery, Primary and Secondary School teachers ranged from £20,133 to £41,004 in September 2007, although some salaries can go much higher depending on experience and extra responsibilities.^[19] Preschool teachers may earn £20,980 annually.^{[citation needed]} Teachers in state schools must have at least a bachelor's degree, complete an approved teacher education program, and be licensed.

Many counties offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions. Excellent job opportunities are expected as retirements, especially among secondary school teachers, outweigh slowing enrollment growth; opportunities will vary by geographic area and subject taught.^{[citation needed]}

France[link]

In France, teachers, or professors, are mainly civil servants, recruited by competitive examination.

Republic of Ireland[link]

Salaries for primary teachers in the Republic of Ireland depend mainly on seniority (i.e. holding the position of principal, deputy principal or assistant principal), experience and qualifications. Extra pay is also given for teaching through the Irish language, in a Gaeltacht area or on an island. The basic pay for a starting teacher is €30,904 p.a., rising incrementally to €59,359 for a teacher with 25 years' service. A principal of a large school with many years' experience and several qualifications (M.A., H.Dip., etc.) could earn over €90,000.^[20]

Scotland[link]

In Scotland, anyone wishing to teach must be registered with the General Teaching Council for Scotland (GTCS). Teaching in Scotland is an all graduate profession and the normal route for graduates wishing to teach is to complete a programme of Initial Teacher Education (ITE) at one of the seven Scottish Universities who offer these courses. Once successfully completed, "Provisional Registration" is given by the GTCS which is raised to "Full Registration" status after a year if there is sufficient evidence to show that the "Standard for Full Registration" has been met.^[21]

For the salary year beginning April 2008, unpromoted teachers in Scotland earned from £20,427 for a Probationer, up to £32,583 after 6 years teaching, but could then go on to earn up to £39,942 as they complete the modules to earn Chartered Teacher Status (requiring at least 6 years at up to two modules per year.) Promotion to Principal Teacher positions attracts a salary of between £34,566 and £44,616; Deputy Head, and Head teachers earn from £40,290 to £78,642.^[22] Teachers in Scotland can be registered members of trade unions such as ATL.

United States[link]

In the United States, each state determines the requirements for getting a license to teach in public schools. Teaching certification generally lasts three years, but teachers can receive certificates that last as long as ten years.^[23] Public school teachers are required to have a bachelor's degree and the majority must be certified by the state in which they teach. Many charter schools do not require that their teachers be certified, provided they meet the standards to be highly qualified as set by No Child Left Behind. Additionally, the requirements for substitute/temporary teachers are generally not as rigorous as those for full-time professionals. The Bureau of Labor Statistics estimates that there are 1.4 million elementary school teachers,^[24] 674,000 middle school teachers,^[25] and 1 million secondary school teachers employed in the U.S.^[26]

In the past, teachers have been paid relatively low salaries. However, average teacher salaries have improved rapidly in recent years. US teachers are generally paid on graduated scales, with income depending on experience. Teachers with more experience and higher education earn more than those with a standard bachelor’s degree and certificate. Salaries vary greatly depending on state, relative cost of living, and grade taught. Salaries also vary within states where wealthy suburban school districts generally have higher salary schedules than other districts. The median salary for all primary and secondary teachers was $46,000 in 2004, with the average entry salary for a teacher with a bachelor's degree being an estimated $32,000. Median salaries for preschool teachers, however, were less than half the national median for secondary teachers, clock in at an estimated $21,000 in 2004.^[27] For high school teachers, median salaries in 2007 ranged from $35,000 in South Dakota to $71,000 in New York, with a national median of $52,000.^[28] Some contracts may include long-term disability insurance, life insurance, emergency/personal leave and investment options.^[29] The American Federation of Teachers' teacher salary survey for the 2006-07 school year found that the average teacher salary was $51,009.^[30] In a salary survey report for K-12 teachers, elementary school teachers had the lowest median salary earning $39,259. High school teachers had the highest median salary earning $41,855.^[31] Many teachers take advantage of the opportunity to increase their income by supervising after-school programs and other extracurricular activities. In addition to monetary compensation, public school teachers may also enjoy greater benefits (like health insurance) compared to other occupations. Merit pay systems are on the rise for teachers, paying teachers extra money based on excellent classroom evaluations, high test scores and for high success at their overall school. Also, with the advent of the internet, many teachers are now selling their lesson plans to other teachers through the web in order to earn supplemental income, most notably on TeachersPayTeachers.com.^[32]

Wales[link]

Education in Wales differs in certain respects from education elsewhere in the United Kingdom. For example, a significant number of students all over Wales are educated either wholly or largely through the medium of Welsh: in 2008/09, 22 per cent of classes in maintained primary schools used Welsh as the sole or main medium of instruction. Welsh medium education is available to all age groups through nurseries, schools, colleges and universities and in adult education; lessons in the language itself are compulsory for all pupils until the age of 16.

Teachers in Wales can be registered members of trade unions such as ATL, NUT or NASUWT and reports in recent years suggest that the average age of teachers in Wales is falling with teachers being younger than in previous years.^[33] A growing cause of concern are that attacks on teachers in Welsh schools which reached an all-time high between 2005 and 2010.^[34]

Spiritual teacher[link]

In Hinduism the spiritual teacher is known as a guru. In the Latter Day Saint movement the teacher is an office in the Aaronic priesthood, while in Tibetan Buddhism the teachers of Dharma in Tibet are most commonly called a Lama. A Lama who has through phowa and siddhi consciously determined to be reborn, often many times, in order to continue their Bodhisattva vow is called a Tulku.

There are many concepts of teachers in Islam, ranging from mullahs (the teachers at madrassas) to ulemas.

A Rabbi is generally regarded as the Jewish spiritual teacher.^{[citation needed]}

Popular educators[link]

See also[link]

References[link]

External links[link]

Wikiquote has a collection of quotations related to: Teachers

Look up teacher in Wiktionary, the free dictionary.

Media related to Teaching at Wikimedia Commons

Bill Nye
Nye at Bridgewater State University in 2007
Born	(1955-11-27) November 27, 1955 (age 56)[1] Washington, D.C.[1]
Residence	Los Angeles
Fields	Mechanical engineering
Institutions	Boeing Cornell University Planetary Society
Alma mater	Cornell University (BS)
Known for	Bill Nye the Science Guy
Signature

William Sanford "Bill" Nye (born November 27, 1955),^[2] popularly known as Bill Nye the Science Guy, is an American science educator, comedian, television host, actor, mechanical engineer, and scientist. He is best known as the host of the Disney/PBS children's science show Bill Nye the Science Guy (1993–1998) and for his many subsequent appearances in popular media as a science educator.

Early life and career[link]

William Sanford Nye was born in Washington, D.C., the son of Jacqueline (née Jenkins; c. 1920–2000), a codebreaker during World War II, and Edwin Darby "Ned" Nye (died 1997), also a World War II veteran whose experience in a Japanese prisoner of war camp led him to become a sundial enthusiast.^[3][4][5] Nye is a fourth-generation Washington, D.C. resident on his father's side of the family. After attending Lafayette Elementary and Alice Deal Junior High in the city, he was accepted to the private Sidwell Friends School on a partial scholarship, graduating in 1973.^[6][7] He studied mechanical engineering at Cornell University, where one of his professors was Carl Sagan,^[8] and graduated with a Bachelor of Science in 1977.^[9] He was awarded an honorary doctorate by The Johns Hopkins University in May 2008. In May 2011, Nye was awarded an Honorary Doctor of Science degree from Willamette University where he was the keynote speaker for that year's commencement exercises.^[10]

Nye began his career in Seattle at Boeing, where, among other things, he starred in training films and developed a hydraulic pressure resonance suppressor still used in the 747. Later he worked as a consultant in the aeronautics industry. Nye told the St. Petersburg Times in 1999 that he applied to be a NASA astronaut every few years but was always rejected.^[11]

The Science Guy[link]

Nye began his professional entertainment career as an actor on a local sketch comedy television show in Seattle, Almost Live!; Nye attempted to correct the host of Almost Live! after the host pronounced "gigawatt" as "jigowatt."^[12][13] The character name came from the host's comment "Who do you think you are—Bill Nye the Science Guy?" and Nye was thereafter known as such on the program. His other main recurring role on Almost Live! was as Speedwalker, a speedwalking Seattle superhero.

Coincidentally, in 1991–93 he appeared in the live-action educational segments of Back to the Future: The Animated Series with a nonspeaking role as an assistant to Dr. Emmett Brown, played by Christopher Lloyd, in which he would demonstrate science with Lloyd's voice-over. The segments' national popularity led to Nye's hosting the educational television program Bill Nye the Science Guy from 1993 to 1998. Each of the 100 episodes aimed to teach a specific topic in science to a preteen audience, yet it garnered a wide adult audience as well. The show was very popular as a school resource and is still used to this day. He has written several books as The Science Guy. In addition to hosting the show, he was also a writer and producer for the series, which was filmed entirely in Seattle.

When portraying "the Science Guy", Nye wears a light blue lab coat and a bow tie and takes on the persona of an excited, jocular science educator. This popular image of Nye has been parodied by numerous sources, including the webcomic xkcd^[14] and the satirical news organization The Onion.^[15][16] In response to the fake headline "Crack Nearly Killed Me," Nye took the joke in good humor and sent The Onion an email thanking them for "dealing compassionately with this matter."^[17]

He appeared in his Science Guy persona alongside Ellen DeGeneres and Alex Trebek in Ellen's Energy Adventure, an attraction that has played since 1996 at the Universe of Energy pavilion inside Epcot at Walt Disney World. He also has a voice-over at the DINOSAUR attraction in Disney's Animal Kingdom park, where he tells guests about the dinosaurs while they queue for the ride. In addition, he appears in the "Design Lab" of CyberSpace Mountain inside DisneyQuest at Walt Disney World, where he refers to himself as "Bill Nye the Coaster Guy."

[edit] Post-Science Guy career

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Bill Nye "The Science Guy" and Executive Director of The Planetary Society received the Committee for Skeptical Inquiry's "In Praise of Reason" Award at CSICON 2011 in New Orleans

Nye remained interested in science education through entertainment. He created a 13-episode PBS KCTS-TV series about science, called The Eyes of Nye, aimed at an older audience than his previous show had been. Airing in 2005, it often featured episodes based on politically relevant themes such as genetically modified food, global warming, and race.

He played a science teacher in Disney's 1998 TV movie The Principal Takes a Holiday; he made a hovercraft in order to demonstrate science in an unusual classroom manner. From 2000 to 2002, Nye was the technical expert in BattleBots. In 2004 and 2005, Nye hosted 100 Greatest Discoveries, an award-winning series produced by THINKFilm for The Science Channel and in high definition on the Discovery HD Theater. He was also host of an eight-part Discovery Channel series called Greatest Inventions with Bill Nye.

Nye has guest-starred in several episodes of the crime drama Numb3rs as an engineering faculty member. A lecture Nye gave several years ago on exciting children about math was an inspiration for creating the Numb3rs show.^[18]

Bill joined the American Optometric Association in a multimedia advertising campaign to educate parents on the importance of getting their children a comprehensive eye examination.^[19]

He was a regular in TV Land discussions. He has also made guest appearances on the VH1 reality show America's Most Smartest Model.^[20]

Nye appears in segments of The Climate Code on The Weather Channel, telling his personal ways of saving energy. He still makes regular appearances on the show, often asking quiz questions.

As of fall 2008, Nye also appears on the daytime game show Who Wants to Be a Millionaire as part of the show's reintroduced "Ask the Expert" lifeline. In 2008, he also hosted Stuff Happens, a show on the then new Planet Green network.

In November 2008, Nye appeared in an acting role as himself in the fifth-season episode "Brain Storm" of Stargate Atlantis alongside fellow television personality and astrophysicist Neil deGrasse Tyson.^[21]

Nye has appeared numerous times on the talk show Larry King Live, speaking about topics such as global warming^[22] and UFOs.^[23] He argued that global warming is an issue that should be addressed by governments of the world in part because it could be implicated in the record-setting 2005 Atlantic hurricane season. On UFOs he has been skeptical of extraterrestrial explanations for sightings such as those at Roswell and Malmstrom Air Force Base in 1967.

In 2009, portions of Bill Nye's shows were used as lyrics and portions of the second Symphony of Science science education music video by composer John Boswell.

Nye recorded a short YouTube video (as himself, not his TV persona) advocating clean energy climate change legislation on behalf of Al Gore's Repower America campaign in October 2009.^[24]

Nye (as his TV persona) also made a guest appearance on The Dr. Oz Show.

On March 12, 2011, Nye made an appearance on CNN to discuss the evolving nuclear incidents in Japan as a result of the devastating earthquake and tsunami there. Nye erroneously stated that cesium is used to "slow and control" the nuclear reaction. ^[25] In reality, cesium (specifically cesium-137) is a nuclear fission product, not a control rod material. Nye also erroneously stated that the nuclear reactor involved in the Three Mile Island incident is still running and that the use of boron to slow the nuclear chain reaction is uncommon, when in fact boron-10 is commonly used in control rods, and is circulated in the coolant of reactors in the United States, as well as stored on site as a method of emergency shutdown.^[26][27]

A solar noon clock atop Rhodes Hall was gifted from Nye to Cornell on Aug. 27 following a public lecture that filled the 715-seat Statler Auditorium. Nye talked about his father's passion for sundials and timekeeping, his time at Cornell, his work on the sundials mounted on the Mars rovers and the story behind the Bill Nye Solar Noon Clock. ^[28]

Life outside television[link]

Nye speaking in 2010.

In the early 2000s, Nye assisted in the development of a small sundial that was included in the Mars Exploration Rover missions. Known as MarsDial, it included small colored panels to provide a basis for color calibration in addition to helping keep track of time.^[29] From 2005 to 2010 Nye was the vice president of The Planetary Society, an organization that advocates space science research and the exploration of other planets, particularly Mars.^[30] He became the organization's second Executive Director in September 2010 when Louis Friedman stepped down.^[31][32]

In November 2010, Nye became the face of a new permanent exhibition at the Chabot Space & Science Center in Oakland, CA. Bill Nye’s Climate Lab features Nye as commander of the Clean Energy Space Station, and invites visitors on an urgent mission to thwart climate change. Beginning with a view of Planet Earth from space, visitors explore air, water, and land galleries to discover how climate change affects Earth’s connected systems, and how to use the Sun, wind, land, and water to generate clean energy. In an interview about the exhibit, Nye said, “Everything in the exhibit is geared to showing you that the size of the problem of climate change is big. Showing you a lot about energy use... It’s a huge opportunity... We need young people, entrepreneurs, young inventors, young innovators to change the world.” ^[33]

He holds several United States patents,^[34] including one for ballet pointe shoes^[30] and another for an educational magnifying glass created by filling a clear plastic bag with water.^[35][36] From 2001–2006 Nye served as Frank H.T. Rhodes Class of '56 University Professor at Cornell University.^[9][37] Nye supported the 2006 reclassification of Pluto from a planet to a dwarf planet by the International Astronomical Union.^[38]