6 Preps, EOC Review, Biology and Work/Life Balance With Guest Macee Huseman [Episode 212]

Rebecca Joyner [00:00:00]:
It is week two in our five week countdown to the end of the year and our top five episodes of the Secondary Science Simplified podcast this year. I always love when I review the stats to see these top five episodes and when I see that a guest episode made it into the top five most downloaded. And I wasn’t surprised in the slightest this year that my conversation with Macy Huseman made the top five. If you don’t remember or if you missed the episode the first go around Macy is from Nazareth, Texas where she returned home to teach high school science after graduating from West Texas A and M University with a Bachelor’s of Science degree in Biology. She married her college sweetheart and they have three children. When I interviewed her over the summer she had just finished her 12th year teaching science and she is at a very very small school so she is the entire science department as I know many of you can relate to. The main courses she teaches are biology, ipc, so integrated physics and chemistry which some schools call Physics physical Science. She teaches chemistry, physics and anatomy and physiology.

Rebecca Joyner [00:01:08]:
But she’s also taught 8th grade science, technology, applications and at one point she taught a PE class. So she truly is at a tiny school. She loves her family, science education, learning new things and wood crafts. She loves to organize and she is an enthusiastic, reliable planner and hardworking team player. I was so excited to talk to Macy because last school year she had six preps and so you know that I had to ask her all about that like how did she manage all of them? How did she have any semblance of work life balance, especially having three kids at home. So we got into all of that. We also got into some content specific questions since she does teach so many different subjects and we talked about how she engages her students. We covered grading, classroom management and honestly most importantly how she has had to learn to say no.

Rebecca Joyner [00:02:02]:
And lastly, one of my favorite things that she shared was a hack for managing students with really different math abilities that are all in the same classroom for a quantitative science course like a Physics or an ipc. So make sure you keep your ears open for that. Tip. I genuinely love talking to full time science teachers like Macy and I would love to talk to you. So there is a link in the show notes for you to apply to be interviewed like Macie and who knows, maybe you apply and our conversation becomes a top five episode of 2026. You never know. So you can find that link in the show notes at. It’s not Rockscienceclassroom.com Episode 212 but all that to say, I love talking to Macy.

Rebecca Joyner [00:02:49]:
I know that you all loved me talking to Macy since you listened to it so much. So here is the number four most listened to episode of the SSS podcast in 2025, my conversation with Macy Huseman. This is Secondary Science Simplified, a podcast for secondary science teachers who want to engage their students and simplify their lives. I’m Rebecca Joyner from It’s Not Rocket Science. As a high school science teacher turned curriculum writer, I am passionate about helping other science teachers, love their jobs, serve their students, and do it all in only 40 hours a week? Are you ready to rock the time you spend in your classroom and actually have a life outside of it? You are in the right place, teacher friend. Let’s get to today’s episode. Hi, Macy, how are you?

Macy Huisman [00:03:40]:
I’m good. How are you?

Rebecca Joyner [00:03:42]:
I’m so good. And I’m so excited to talk to you because I feel like we have a lot of common experiences with your teaching and being basically your entire science department.

Macy Huisman [00:03:54]:
Yes, yes, exactly. I’m so excited to be here.

Rebecca Joyner [00:03:57]:
All right, well, I know you’re going to offer so much listeners, so let’s just dive right in. You’ve taught so many different things, but you said in your application biology was your favorite, so I’d love to kind of hear why you feel that way.

Macy Huisman [00:04:08]:
Yes. Biology has always been my favorite subject. I loved biology in high school and then it was my major in college, and now it’s just my favorite subject to teach. I just love life science. I love knowing what we came from and how everything works together. I guess I’m a nerd because I just think cells are so cool. Like, I think when you really start to learn what just one cell is capable of doing, it’s just amazing.

Rebecca Joyner [00:04:37]:
It really blows your mind.

Macy Huisman [00:04:38]:
Yes, it does. Yeah. I think my favorite concept in biology would be like, genetics. I think genetics, they’re like, predictably unpredictable. And I kind of like that puzzle aspect of it.

Rebecca Joyner [00:04:52]:
I love heredity and teaching, like, all these patterns, but then being like, well, everything, there’s an exception. So then the kids are like, what the heck?

Macy Huisman [00:04:59]:
Yes, exactly.

Rebecca Joyner [00:05:00]:
But I’m like, if that is so the nature of science, it’s not even funny. Like, we have patterns, but then there’s always outliers and exceptions and all those things.

Macy Huisman [00:05:07]:
Yes, exactly.

Rebecca Joyner [00:05:08]:
Okay, well, since you love biology, I have to ask you because there are a lot of people listening who are not biology people. You know, they’re. They’re more physical science or more quantitative science based. And so they get lane in biology and they’re like, this is boring. Because I do think the life sciences tend to lean a little bit more. Lecture heavy or direct instruction heavy. And so how do you handle like direct instruction? How do you balance not having too much lecture? How are you engaging your students when there is, I mean, there is a lot of content in biology, whereas something like physics feels more skills based.

Macy Huisman [00:05:42]:
Yes, I would agree with that. So this is actually something that I struggled with for a long time because I could lecture about biology all class period, every day.

Rebecca Joyner [00:05:52]:
Because if you love it, it feels exciting. Like it doesn’t seem boring.

Macy Huisman [00:05:55]:
Yeah. Yes. But the kids don’t think so. So I think it’s important to give them something to like break up that lecture. Whether it’s like a practice question built in or like a turn and talk, something that they can like digest, like let that information sink in. Because there’s also a lot of big terms in biology. And so we really need to like get it to where the kids can understand that. So I like to give them something to think about to like break the notes or the lectures up.

Macy Huisman [00:06:28]:
And then some days we just have like a really short lecture or I mean just like five minutes of notes and then like a lab. And the kids really love the labs, you know, the hands on. But I also try to really have structure in my classroom. I think when the kids know what to expect, then they feel safe and they learn better. So if they know like it’s lecture day or it’s lab day, I think that helps them too.

Rebecca Joyner [00:06:57]:
Do you keep an agenda on your whiteboard?

Macy Huisman [00:06:59]:
No, I try to like structure my weeks similar.

Rebecca Joyner [00:07:03]:
Oh, so what does that look like?

Macy Huisman [00:07:05]:
So I will try to do like a lecture or some kind of practice like that on Mondays and Tuesdays and Fridays and then our labs on Wednesdays and Thursdays.

Rebecca Joyner [00:07:15]:
I love that. I. I love a rhythm. So that’s awesome. That works for you. So a natural thing that I think all students experience, especially adolescents, but I think it’s grown so much in the post pandemic years is just like the level of apathy and a general like lack of excitability. And I feel like every teacher who emails me or reaches out in my DMs is asking about that. So I just love to hear from other people and give other people.

Rebecca Joyner [00:07:40]:
I like to make other people’s voices loud too. So I would love to hear from you so people can hear it from someone besides me. How are you exciting your students and getting them to care? And maybe if they don’t care about biology or whatever you’re teaching, at least like engaging in it if they don’t like it.

Macy Huisman [00:07:56]:
I think you’re right. This is so challenging in today’s world. I mean, with cell phones, they have instant entertainment at their fingertips. So like, that makes it real hard to like, entertain or excite them in the classroom. So I definitely think the best way to do that in the classroom is hands on learning. You know, in physics, I have like a real big six weeks project at the end of the six weeks for all my students. And then, like, since I’m in a small school, I have the same students from freshman year to senior year. Oh, so these underclassmen are getting to see these big physics projects be built every day.

Macy Huisman [00:08:32]:
You know, they get to see these big roller coasters when we’re learning about energy transformations. And then that’s something that they look forward to. And of course, you know, they want to do it bigger and better than the class above them. So I have to change the specs a little bit each year to keep it challenging. But I try to do some big fun labs that those kids can see, you know, that are left out on the lab table, and they can look forward to that. I also think it’s important to keep the labs or the projects exciting and relevant to what’s interesting to those students. You know, some labs are just important to do each year. You know, we need to learn how to use a microscope and look at a cell through a microscope.

Macy Huisman [00:09:14]:
But some labs can be tweaked to the interests of the students. And I feel like that helps a lot when they can relate with it.

Rebecca Joyner [00:09:23]:
Absolutely. I love what you said about kind of looking ahead because when I taught at a private school, I had them 8th, 9th, 10th grade, and then sometimes for ab bio, like when they were older. But I’ll never forget my ninth grade. Biology always has Ecosystem in a bottle. And when my 8th graders were 9th graders and I went on maternity leave, it was right before Ecosystem in a Bottle. And they were like, are we just not going to get to do it? Because we’ve been looking forward to this. And so I had adopted my oldest, so I wasn’t like physically recovering. And so I came in when he was like four weeks old and I wore him in an ergo, like a little, you know, baby carrier.

Rebecca Joyner [00:09:56]:
And I was like, we’re doing Ecosystem in a bottle. Because, like, it’s true, they look ahead and they’re like, it’s my turn to do the big roller coaster lab or Whatever.

Macy Huisman [00:10:04]:
Yeah. And if I change something, like, for the lower classmen, and they get to do a project, like, my older students are like, hey, how come we never got to do that?

Rebecca Joyner [00:10:13]:
You’re like, sorry, I’m coming up with new ideas. Back off. Okay. So you mentioned when you were talking about apathy, just like, the cell phone thing. And I know it’s, like, so over. We talk about it all the time, but it really is so true. Just their brains have changed because they’re so used to instant gratification, and I think that makes them less resilient. But speaking of the cell phones, how.

Rebecca Joyner [00:10:31]:
What is your cell phone policy? Like, do you have one or how do you manage that?

Macy Huisman [00:10:35]:
So our school has a cell phone policy that I followed for years. I didn’t love it, but it worked. It was fine. They’re not allowed to have their cell phones on in the classroom. So if they go off, you know, we take them up and turn them into the office, and then a parent has to come. Peter. Pay $15, I think, to get their.

Rebecca Joyner [00:10:53]:
Phone back, which is so private school coded. Like, my private school did the exact same thing. I’m like, if they had tried that in my public school, like, that just.

Macy Huisman [00:11:00]:
I. I know that won’t work. I. And I think since we’re such a small school, we can. We can get away with it. Right? Right. But this year, I actually changed it up a little bit. I have, like, a filing cabinet right by the door when they walk in the classroom.

Macy Huisman [00:11:14]:
And so I just told him, when you walk in the door, you’re putting your phone up on that filing cabinet, and then, you know, it’s out of sight. Like, I’m not going to touch it. Nobody else is going to touch it. It’s just fine right there. And, like, my biggest class size this year was 19, so it wasn’t a huge deal. And there were a couple other teachers that were doing that same procedure in their classroom, too. So the kids, they took to it really well, which I was. I was worried about.

Macy Huisman [00:11:39]:
And, you know, at first, just that metal filing cabinet and those phones, the notifications, it blew my mind how many times those phones were going off and.

Rebecca Joyner [00:11:50]:
On your metal filing cabinet just buzzing.

Macy Huisman [00:11:52]:
Yes. And I was like, no wonder y’ all couldn’t focus on anything, because, you know, even when my watch goes off, I’m like, oh, what is. You know, it’s just right there. Let me.

Rebecca Joyner [00:12:02]:
I’m like, oh, my sister just did a workout. I’m like, didn’t need to know that information in this moment.

Macy Huisman [00:12:06]:
Exactly. And that’s what they’re doing. You know, it’s in their pocket or whatever. They can still feel it vibrate. And so then like I had to like change it up, you know, put some fabric down so that didn’t make so much noise. And if one like would ding or something, I just ignored it. The kids got to where they ignored it and so they Knew like, for 50 minutes I’m not going to have my phone and it’s going to be okay. And they really, it really went over very, very well.

Rebecca Joyner [00:12:33]:
That’s awesome. So what happened if you ever did find them with their phone? What did you just go with the school policy then?

Macy Huisman [00:12:38]:
I went with the school policy.

Rebecca Joyner [00:12:40]:
That seems like a good compromise.

Macy Huisman [00:12:41]:
I told them if it’s up on the filing cabinet and it goes off, we’re going to ignore it. But if it’s in your pocket and it goes off, I’m taking it.

Rebecca Joyner [00:12:48]:
Yeah.

Macy Huisman [00:12:49]:
And yeah, so they, they did really well with it. I was shocked at how easy everybody adjusted to it and then how the focus in the classroom changed when they didn’t have that on their person.

Rebecca Joyner [00:13:00]:
It’s so true. Okay, let’s switch gears back to the content. So this could be biology related or really any subject. Since you have so much experience, is there a concept you’re like, I feel like I teach that really well or maybe in a unique way. And if so, would you share that with us?

Macy Huisman [00:13:14]:
So like I mentioned before, I love genetics. And I’ve always heard this saying, like when teachers love to teach, students love to learn. And like, I can truly see that during my genetics unit. You know, I love all the sciences. I’m a big nerd, but I enjoy genetics the most. And so I can see my students learning faster and enjoying it more just like I am. I love protein synthesis, I love genetic coding. You know, it’s like that puzzle aspect of it.

Macy Huisman [00:13:45]:
And then I guess that’s why I like genetics so much. You know, just punnett squares, codon charts. And so I think that’s a real fun unit to do. When we do punnett squares, I try to do something like completely random like minion genetics or Harry Potter genetics, like something crazy. But we can still apply the technique and use and practice it.

Rebecca Joyner [00:14:10]:
That’s so fun. I feel like there’s always like good ways to bring in pop culture there too.

Macy Huisman [00:14:15]:
Yes.

Rebecca Joyner [00:14:16]:
Okay. Any must do lab recs, like ones that you feel like, have a great ROI or return on investment. Cause I think a lot of teachers, you know, especially those who are listening, who relate to you and are like, I have so many preps. Labs are really overwhelming, so they want to make sure the ones they’re doing are really worth it.

Macy Huisman [00:14:33]:
Yeah, I agree. I think your stop the spread lab is wonderful. My students love doing that. You know, it’s just fun. Their faces light up when it turns pink or not.

Rebecca Joyner [00:14:46]:
They love to see who’s infected.

Macy Huisman [00:14:48]:
Yes. Who did it.

Rebecca Joyner [00:14:51]:
When we trace it back, they’re like, of course it was you.

Macy Huisman [00:14:54]:
Yes. It is a fun lab. And I think the takeaway is great. I mean, they really. They’re like, oh, okay, that’s what you mean. You know, when they can actually see it happen.

Rebecca Joyner [00:15:07]:
That’s how I feel about the antibiotic resistance one with the beads. Like, it’s not as salacious as the fluid swapping of the stop spread, but they actually understand. Like, it’s such a clear visual of, like, oh, look what happens mathematically if you don’t do this.

Macy Huisman [00:15:24]:
And, you know, I do that with both my biology and my amp class.

Rebecca Joyner [00:15:29]:
Yeah.

Macy Huisman [00:15:30]:
And they both love it. You know, as freshmen and seniors, they both love doing it and seeing the results. So I also love your natural selection lab with different beak types.

Rebecca Joyner [00:15:43]:
Yeah. It’s so fun.

Macy Huisman [00:15:44]:
Oh, yeah. You know, we just, like. We move all the desks, and they get on the floor, and it’s just.

Rebecca Joyner [00:15:50]:
So perfect for, like, freshmen, too. Like, I just. And it. Mine always fell in the spring, so it’s always like, we’re all getting a little crazy. So this is the perfect time to just get rowdy in class. And they love it.

Macy Huisman [00:15:59]:
Exactly. They do. I think they get a lot from it. You know, they’re having fun. They don’t even realize that they’re learning. But then when they get back to their lab report, they’re like, oh, you know, that light bulb effect is just. That’s the best part of teaching. Right?

Rebecca Joyner [00:16:15]:
I know. It’s so fun. I love seeing their excitement when they’re like. They don’t think it’s relevant, and they realize how relevant it actually is.

Macy Huisman [00:16:22]:
Yes. In ipc, your candy labs, there’s several different ones, but they. They get to have candy in class, and they’re like, this is awesome.

Rebecca Joyner [00:16:31]:
I know. I laughed because when I wrote my chemistry curriculum, I realized at the end of it that in my stoichiometry unit, there’s literally three different instructional resources that involve eating something. And I was like, I guess we’re just gonna eat our feelings, this whole unit. But, like, it just kind of. That’s how it came and so it worked out. But I’m like, you know what it is? Like, that is such a simple way to engage students with food. And it really is like, so fun.

Macy Huisman [00:16:55]:
It is. They love it.

Rebecca Joyner [00:16:56]:
Even if you have to buy a couple special lab things or whatever, you know, go to a. Like if you need to go to a cafeteria to do it because you don’t want to do on your lab tables, like, you know.

Macy Huisman [00:17:04]:
Yes, I think it’s worth it.

Rebecca Joyner [00:17:06]:
Any just executional tips for lab days to make them go a little smoother? I know you don’t. That’s like one of the give or takes. Like, I feel like when you’re at a small school, you have a gajillion preps, but you at least have smaller classes typically versus larger school. You may have less preps, but you have like 30 people. So yours may not be as crazy when you have smaller classes. But any tips just for making lab days not stressful?

Macy Huisman [00:17:28]:
Yeah, I would say just being organized and sometimes that’s hard, but it really makes a huge difference if you can prep early. Like, if you can plan a week in advance and make sure that you have everything for that lab, I’d say that’s huge. You know, there’s nothing worse than like trying to get ready for a lab the morning of and you’re like, oh my gosh, I don’t have what I need.

Rebecca Joyner [00:17:51]:
Right.

Macy Huisman [00:17:52]:
So I think if you could prep early and plan to make sure everything’s there, then the day of it just kind of makes things flow easier. The other thing I would say is put it in the kids hands, put it in the student’s hands, like, give them clear instructions ahead of time, like what you expect, and then clear instructions for how to clean up. You know, that’s the worst part is like you have to clean up everything, but the students are there to help do that. You know, after they’ve done their lab, they’re capable of cleaning up after themselves. And I think that is huge. You know, we have some labs where like the bell’s ringing and we’re out of time. And I’m like, okay, I guess I’ll clean up on my own. And that just like ruins the whole lab for me.

Macy Huisman [00:18:38]:
I’m like, oh, why did I do this to myself?

Rebecca Joyner [00:18:41]:
I know.

Macy Huisman [00:18:42]:
And it’s.

Rebecca Joyner [00:18:42]:
I feel like especially at a small school, it’s easy to be like, okay, who’s going to an elective after this? Can you just stay for five minutes and I’ll write you a note? Or I’ll call, you know, your band teacher and just say, help me. I feel like one of my refrains that I use all the time with my children now is, like, there’s three of you and there’s one of me, but I use it in my classroom, too. Like, there’s 25 of y’ all and one of me. So, like, if each of you just do a tiny bit, it helps so much.

Macy Huisman [00:19:04]:
And they’re. I mean, you know, sometimes they might grumble about it, but kids really are happy to help.

Rebecca Joyner [00:19:11]:
Hey. I always tell my own children, because my kids, they. They must have gotten this from their father. They hate putting their clothes in a hamper. And I’m always like, your future life partner will thank you one day that you don’t just step out of your clothes and leave your pants with two holes in the ground, you know, or whatever. So this is. We’re just creating contributors to society this way, right?

Macy Huisman [00:19:33]:
Yes.

Rebecca Joyner [00:19:33]:
Okay, so I gotta know. We’re recording this, which is actually normally. I, like, record so far in advance. This is actually very timely. We’re recording this in the summer. It’s airing in the summer. But how many preps did you have last year, and how many are you anticipating this upcoming school year? It might be the same.

Macy Huisman [00:19:47]:
I had six preps last year and one planning period. And one planning period, yes. Wow.

Rebecca Joyner [00:19:55]:
And you think that’s gonna be the same next year?

Macy Huisman [00:19:57]:
Most likely.

Rebecca Joyner [00:19:58]:
Okay, so you’re the perfect person to ask this question. How are you doing it? And are you. How many hours are you working? And how are you able to, like, have a life outside of. I mean, every single period is different.

Macy Huisman [00:20:11]:
Oh, yeah. So I just had. This past year, I just had biology that repeated itself, and then everything else was different. And so I just finished my 12th year teaching. And I’d like to say it gets easier, but it doesn’t. I mean, this year was so hard. I don’t know what about it. In Texas, our teks changed for K through 12 science.

Macy Huisman [00:20:33]:
And I don’t know if it was that or this year was hard work. Life balance is hard. So my first several years teaching, I would be at school till dark every night, and. But I didn’t have a husband and three kids then, so it was okay. I could do that, you know, And. But now when school’s out, I want to go home and enjoy my family. And it’s hard to leave work at work, but I’ve had to make myself learn how to do that. So I think that it’s not rocket science curriculum Helped a ton of.

Macy Huisman [00:21:13]:
And you know, with the student packets, I’m making copies once per unit and then it’s done. You know, I don’t have to. I’m not making copies constantly, all the time. And that’s huge. Another thing is to stay organized. So like everything’s in binders. I have it right there if I need it. I keep things from years past so I’m not reinventing the will, right? Which I feel like as teachers sometimes we, we do that to ourselves.

Macy Huisman [00:21:42]:
So I try to not. I try to not reinvent the will each year. Just use what I have done in the past, maybe tweak it a little bit. And one thing that’s really hard is I can’t let myself procrastinate during my planning period. I have to work. Like sometimes I feel like I need that sign on my door that’s like, please do not enter. I have no self control and I will, right? But I have to like bear down, make myself work during my planning period so I don’t have to do it at home later.

Rebecca Joyner [00:22:11]:
I know I used to literally turn the lights off and I had my desk like kind of in the furthest corner from the door. So you had to like really look hard through the little tiny door window to see if I was there. And I would work in the dark. Cuz I’m the, like I’m mine. The hardest thing for me was like students would go to the bathroom right by my classroom and then just like pop their head and say, hey, yeah. And I’m like, get out of here. Go to your English class, you know?

Macy Huisman [00:22:33]:
Yes.

Rebecca Joyner [00:22:34]:
Okay, but what about grading? Because that’s so many preps. How are you managing the grading?

Macy Huisman [00:22:39]:
That’s hard. I, I’ve shortened a lot of my assignments so it’s not so much grading. I typically have a student aid. And so if it’s something that’s like multiple choice and I’ve been really fortunate with my student aids to that. It’s somebody that I’ve had and it’s one of my top students, right? So I can trust them and be like, okay, you’ve had this, you know what you’re doing. That helps me out a ton. I don’t, I don’t know that I could make it without somebody helping with the grading.

Rebecca Joyner [00:23:12]:
I think student aides or teacher teachers or whatever you want to call them is like the greatest hack for admin. That’s like free ways to help your teacher. All you have to do is like put this program into place and once it’s in place. It just runs.

Macy Huisman [00:23:24]:
Yes. Yeah, it’s great. Another thing is like, Google forms. If you can put the answers in where it grades it for you, that’s huge. In biology, I try to have more writing because they have writing on their star test.

Rebecca Joyner [00:23:39]:
Right.

Macy Huisman [00:23:40]:
So that takes a little more time. It’s just another thing that I like, cannot procrastinate on, you know, if I just do it, then it’s fine. But, you know, sometimes I’m like, procrastinate a week, and then it’s all built up and it is bad.

Rebecca Joyner [00:23:52]:
So that is truly the worst. Okay, so you mentioned your star exam, which also you said teks. I have literally said techs in my head for the last 10 years that I’ve been reading the Texas science standards.

Macy Huisman [00:24:06]:
So that’s fine.

Rebecca Joyner [00:24:07]:
Wow. Okay, so, Teks, you learn something new every day. Also, it’s so funny you said the thing about the changing standards because, like, I feel like when states rewrite standards, it’s always like a three to four year process and then different districts start at different times. So I’m like, I feel like I have heard about these new standards for so long. I’m like, oh, so we’re finally doing them.

Macy Huisman [00:24:27]:
Awesome. Yes. Yeah, I think, like, they actually were adopted in 2020.

Rebecca Joyner [00:24:31]:
Literally, people be like, the new ones. And I’m like, are they new from that? And it’s like, oh, no, no, the same ones.

Macy Huisman [00:24:37]:
We just like, last year was the year we had to implement them so well.

Rebecca Joyner [00:24:40]:
And that’s why I’m always, when anyone. If you’re listening to this, I always like, I’m happy to read anyone’s standards, but I’m always like, please send them to me. Because you may just refer to teks, now that I know how to say it, but I want to know which TEKS are we talking about? Because some districts are still behind or whatever you say, the new teks. And I’m like, the 2020. Anyway, okay, so you have this end of course exam though, your star exam for biology. So I would love to hear how you mentioned there’s a lot of writing on it, but how else are you reviewing for it? Are you trying to leave in, like, buffer periods for it? At the end of the year, do you do some, like, review as we go or how does that work?

Macy Huisman [00:25:16]:
I truly believe in spiral reviews all year long. You know, I’ll teach. The first week of school, we’re starting spiral reviews. You know, what did we talk about yesterday? And then as time goes on, what did we talk about yesterday, what did we talk about last week? What did we talk about last month? So then when we get to April right before the star test, it’s not, it’s not like I’m pulling like, remember way back in August?

Rebecca Joyner [00:25:43]:
Totally.

Macy Huisman [00:25:44]:
But they’ve seen it all throughout the year because of those spiral reviews. And then I try to leave about 10 days before the staar test to review like one topic per day. And I just have like a big spiral review over that topic. And then I do that on Google forms so I get instant feedback and I can grab that student right away and be like, hey, let’s look at this question right here and fix that misconception right away. And I feel like we can get through that in those 10 days. So this year I just felt like my kids were super prepared for the test because of those spiral reviews. It helped them so much. And I had a hundred percent passing.

Rebecca Joyner [00:26:29]:
Rate, so that’s awesome.

Macy Huisman [00:26:31]:
Yeah. I truly believe those spiral reviews throughout the whole year are huge.

Rebecca Joyner [00:26:36]:
So are you taking out time? Like, when would you be integrating those? Or is this just kind of like a casual. It’s like a rhythm in your classroom? Like, it’s just we’re always talking about it. Or are you doing it like after every unit test?

Macy Huisman [00:26:46]:
On lecture days, I have a warmup and then the warmup is like a spiral is where the spiral review is. And then we’ll lecture and then we have like a quick exit pass which is just over what we talked about that day.

Rebecca Joyner [00:27:02]:
Okay, awesome. And then are you using the. The test that came with the. It’s in a science biology curriculum for your units.

Macy Huisman [00:27:08]:
Yes.

Rebecca Joyner [00:27:09]:
Do you use accumulative sections on those or have you had to beef those up or have that been. Have the. The cumulative sections been helpful for the retaining the information?

Macy Huisman [00:27:16]:
They have been very helpful because that’s.

Rebecca Joyner [00:27:18]:
Another thing I tell people all the time. Like, biology builds so easily, but if you can just keep testing them too on it, I think. Oh, and that’s why I like to have the biology test separated. I don’t do this for every curriculum, but I like biology separated by concepts. So then it’s really clear for those end of year exams.

Macy Huisman [00:27:33]:
Yes, exactly.

Rebecca Joyner [00:27:33]:
Like, these are the topics you really. You like, did great on the sales test. Except for cell transport. You clearly didn’t know that.

Macy Huisman [00:27:39]:
You know, right?

Rebecca Joyner [00:27:40]:
It’s so much easier to kind of.

Macy Huisman [00:27:42]:
To see that data, to get that data and see where they’re at. Yeah, I agree.

Rebecca Joyner [00:27:46]:
Okay. That’s awesome though. I’m so excited for your a hundred percent pass rate. That’s great. Okay, what is your. Do you have any good, like, classroom management techniques or hacks?

Macy Huisman [00:27:55]:
Structure, I think so true. Is so important. My first year teaching, I heard at a workshop, I heard somebody say, like, structure is where it’s at. Like, let these kids know what is going to happen when they walk into your classroom. And I’ve kind of lived by that. They feel more comfortable knowing what is going to happen, and I think they learn better. It also helps me to plan and prepare, and it helps me to stay organized and keep my brain organized.

Rebecca Joyner [00:28:29]:
Yes.

Macy Huisman [00:28:29]:
And I think that’s the ultimate thing. You know, if the teacher is on track and not stressed and flustered, the kids won’t be as much either.

Rebecca Joyner [00:28:39]:
Well, and you’re so right. They, like, know what to expect. Like, I think back to when I was in high school, you knew which classes you were going into that were just going to be a joke or that you could, like, goof off and, you know, the ones that you have to take seriously. And it’s all about how they set the tone.

Macy Huisman [00:28:52]:
Oh, yeah. And. And I’ll talk to other teachers and they’re like, oh, my gosh, this student, you know, And I’m like, they don’t act like that in my classroom. But I think it’s the structure, you know, I think it’s. They know that I’m strict. They know they’re not going to get by with it, and they know what to expect. Like, oh, today’s lecture day, Today’s lab day. I think it helps tremendously.

Rebecca Joyner [00:29:14]:
That’s a good tip, too. Like, if you feel like you’re struggling with the student and someone else says they’re not, like, go observe that teacher and see what they’re doing differently or how they’re, you know, engaging with that student. I think you can learn a lot from other people. Okay, you mentioned you teach anatomy and physics. So I had a couple of, like, very niche questions that anatomy and physics teacher sent me. So I wanted to ask you. So first, in anatomy, do you teach landmarks on bones or origins and insertions of muscles? It takes so much time, this teacher said, and are there other things you skip so you have more time to kind of COVID all the systems?

Macy Huisman [00:29:47]:
So in my anatomy class, I mean, these are all seniors that we have in our anatomy class. Very first day of school, I just sit down with them and I talk to them. Like, what is your plan for your future? Like, what are you thinking about going into college to do? Why did you take A and P instead of another science course that you could have taken. And I try to get the feel for them. So if I have students who are gonna. Who are thinking about, like, going into radiology, then I’m gonna teach landmarks. I mean, on the bones. And I’m gonna go deeper into the skeletal system.

Macy Huisman [00:30:29]:
Or if I have students wanting to do physical therapy, then I will go deeper in the muscular system. But if I don’t have those students in my classroom, then I won’t go as deep into those. And if we don’t get to a body system, I have to let it go. I have to tell myself, like, it’s okay as long as I hit the important ones that they are going to need for their future, then. Then I feel good about it.

Rebecca Joyner [00:30:59]:
How do you. Do you always make time for reproduction or.

Macy Huisman [00:31:01]:
No, no. I’ve had. I’ve had a couple students that are really interested in it, and so we went over it. But, you know, when I talk to them, to my kids at the beginning of the year, that’s usually the one that they’re like, oh, do we have to do that?

Rebecca Joyner [00:31:17]:
That’s so funny. Mine are always like, can we start with that? I’m like, you just want to hear me say, you know, I don’t want to say it and get. I don’t want to get an explicit rating on the podcast, but, you know, they want to hear me say body terms. And I’m so.

Macy Huisman [00:31:30]:
Well, and I feel like, as a biology major from college, like, those terms are just terms to me. Like, I don’t. They don’t affect me at all.

Rebecca Joyner [00:31:37]:
My husband was so disturbed when I was using them with our, like, first child that was two, and I’m like, what else am I supposed to call it? You married a biology teacher. Like, what do you expect from me?

Macy Huisman [00:31:47]:
Yes. And I feel like my freshman, like, get so embarrassed because I’m just like, oh, here we are.

Rebecca Joyner [00:31:52]:
But it hits different with a senior, for sure. But.

Macy Huisman [00:31:54]:
Oh, yes, yes.

Rebecca Joyner [00:31:55]:
I really like that idea, though, about. Especially you have a senior. It’s like, it’s so different if you have upperclassmen and you can have a little bit more flexibility and you don’t have an EOCS or STAR exam or whatever. So there’s no stress of, like, we have to. So I like that you kind of customize it based on their interest. That’s fun. That’s very thoughtful. Okay, physics question for you.

Rebecca Joyner [00:32:14]:
How do you balance wide varieties of math ability? So this teacher said, I’m talking remedial Algebra and calc BC in the same room, which sounds insane to me. So how are you balancing that?

Macy Huisman [00:32:25]:
Yeah, that’s tough. I had a little bit of that this past year in physics. I feel like what I thought the best way to handle it was to go slow. I mean even strong math based students can still get confused in physics. And I’m like, guys, physics is hard. Nobody has ever told you physics is easy, so it’s okay. But I would just take it slow. You know, I’d break it down, work out my practice problems slowly with the whole class so that I didn’t ever lose those low kids.

Macy Huisman [00:32:59]:
And then sometimes the higher kids would get bored, but I tried to reel him back in. Another thing that I’ve done in my classroom is I’d partner the kids up. High, low, which I don’t always love, but for this I would do high, low. And like one student was the writer. All they could do was write. And then their partner was the thinker or the speaker. So I’d give them a problem. The thinker speaker had to like talk out the whole problem.

Macy Huisman [00:33:29]:
Like, okay, here’s our variables. This is the formula we’re going to do. You know, write that down. Okay, let’s plug in this here. And the writer can only write. And so then at the end of the problem when they get finished, they can discuss it. And so if, if the writer was the high kid, then they can say, okay, look at this step right here. This is where there was a mistake where we need to fix that.

Macy Huisman [00:33:55]:
And then the next problem, they switch. So then the first person will be the thinker speaker and the second person will be the writer. And I feel like that really keeps the high kid from being bored. And it gets that interaction where then the low kid doesn’t feel like they’re low and they’re really thinking through those physics problems.

Rebecca Joyner [00:34:16]:
Macy, that is such a hack. I love that because it is. It’s higher order thinking to be able to explain it.

Macy Huisman [00:34:22]:
Yes.

Rebecca Joyner [00:34:23]:
And some of those kids probably are like, I could just write it out real quick, but they couldn’t explain it. And then the other student is going to learn as they’re listening and writing. And that’s a great idea.

Macy Huisman [00:34:32]:
I love that it works really well with that when you have that big spread in the classroom.

Rebecca Joyner [00:34:37]:
That’s great. All right, so the last question I have to ask you is, is there a way that you have simplified your life recently?

Macy Huisman [00:34:45]:
Learning. Learning and actually doing it? To say, no, it’s hard. You know, it’s really hard, especially in a small school, a tight knit community. But you can’t do everything. And if you stretch yourself so thin, like you’re the one who’s going to lose. And so as my kids have gotten older, as I’ve become a more experienced teacher, I’ve learned like I have to stand up for myself and say no if it’s something I cannot do.

Rebecca Joyner [00:35:19]:
I think that’s so great. I felt I always have to remind myself no is the complete sentence because I’m like, I want to write a C E R statement for why I just said I can’t do this. And it’s like, you don’t have to justify every single thing.

Macy Huisman [00:35:32]:
You don’t have to have an excuse. You just have to pay. No. No.

Rebecca Joyner [00:35:36]:
Well, hey, thank you so much for coming on the podcast. I’m really grateful for your time.

Macy Huisman [00:35:40]:
Thank you for having me. I’m so excited to be on here.

Rebecca Joyner [00:35:44]:
Thank you so much for listening to today’s episode, which was the number four most listened to episode of the podcast in 2025. You can find the show notes with all the links mentioned at its not rocket scienceclassroom.com episode 212 that’s 212 and there is a link in there in the show notes for you to apply to be a guest yourself next year on the podcast. I would love to talk to you. If you have not left a review for the podcast yet, I would love to hear from you. If you do not follow me on Instagram, I would love for you to follow me at Its not Rocket Science. I’m so close to 10k there. I really want to hit that by the end of the year, which is the 10 year anniversary of It’s Not Rocket Science. You can follow me on Teachers Paid Teachers.

Rebecca Joyner [00:36:30]:
We want to hit 10k followers there too. It’d just be fun to hit these 10,000 numbers on year 10. So if you have enjoyed this free podcast, if you’ve ever enjoyed an inside rocket science resource, I would love for you to follow me all those places and leave a review for the podcast. It would mean so much. All right teacher friends, that wraps up today’s episode. If you’re looking for an easy way to start simplifying your life as a secondary science teacher, head to itsnotrocketscienceclassroom.com challenge to grab your Classroom Reset Challenge. And guess what? It’s totally free. Thanks so much for tuning in and I’ll see you here next week.

Rebecca Joyner [00:37:08]:
Until then, I’ll be rooting for you teacher friend.