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Meet the teacher

  • Mary-Ellen Lahy Suttle
  • Life Science/Physical Science Teacher
  • Short Pump Middle School

Introduction

Mrs. Suttle teaches both seventh and eighth grade students in Life Science and Physical Science at Short Pump Middle School in the west end of Richmond, Virginia.  She has been teaching for six years and her love for science shines through every day.  She has always enjoyed exploring science on her own, and after coaching tennis for many years, she decided to pursue her teaching license at the University of Richmond with the goal of teaching middle school sciences.  Mrs. Suttle then went on to earn her M.Ed. in Curriculum and Instruction at the University of Richmond.  She enjoys inspiring her students to explore science beyond the textbook by looking how science affects their every day worlds.  

Class dynamics

Short Pump Middle School (SPMS) opened in the fall of 1991 and is located in suburban Henrico County, in the west end of Richmond, Virginia.  The facility is arranged in grade-level pods and operates on a modified block schedule.  The 7th and 8th grade academic program includes English, math, science, social studies, BRIM, P.E., and two electives.  There are 61 teachers and 12 instructional aides on the 2012-13 faculty serving 810 students.  The school is comprised of 79% White, 12% Asian/Pacific Islander, 6% African American, 3% Hispanic, and 1% American Indian/Alaskan students.  3% of students quality for free and reduced lunch.  Special Education students are taught inclusively, with only a few self-contained classes offered.  The school is fully accredited.  

Teaching Philosophy

Mrs. Suttle has a hands-on approach to teaching science.  She believes it is important for her students to get out of their seats and interact purposefully with the tools of science.  She believes her students gain more of an appreciation for science if they can connect what they are learning in the classroom to their outside worlds.  Mrs. Suttle uses many types of demonstrations and experiments for her students' learning.  She believes her role is more of a facilitator and guide rather than an expert lecturing at the front of the room.  Her classroom is typically full of energy and movement, rather than seated work.