蜜桃社区

Q&A with Conor Eivers

What would be your advice to educators who are working with colleagues going above and beyond, but are yet to nominate them for an 蜜桃社区 Education prize?

I would say take the time to nominate them. So many teachers go above and beyond every day without seeking recognition, and a nomination is a simple but powerful way to show appreciation. Even if they don鈥檛 win, knowing that their work is valued by a colleague can mean a great deal. It鈥檚 important that we celebrate those who make our classrooms and communities better - they inspire us all to keep improving.

How did you first become interested in chemistry or science?

I鈥檝e always had science around me - my father was a science teacher and my mother was a nurse, so curiosity about how things work was part of daily life. But my real love for the subject began in first year of secondary school with my teacher, Ms Farrell. Her enthusiasm and the way she made every topic engaging had a huge impact on me. I still think about how much I enjoyed her classes. That experience inspired me to pursue science myself and to try to create that same spark of curiosity in my own students.

Who or what has inspired you to have a role in education?

For as long as I can remember, I鈥檝e wanted to be a teacher. I鈥檝e always imagined having my own classroom - one I could fill with colourful posters, creative displays, and carefully chosen educational resources. More than anything, I鈥檝e dreamed of standing in front of my own group of students, sharing knowledge, sparking curiosity and helping them discover their potential.

Teaching, I believe, is in my DNA. My great-grandmother Julia, grandmother Kathleen, grandad James and father Shane were all teachers, so it has always felt like a natural path for me. Although I鈥檝e always known I wanted to teach, it was my father who inspired me to become a chemistry and mathematics teacher. He taught both subjects for over 35 years in a variety of educational settings. His passion for science is infectious, and he has always believed in the importance of experiential learning - helping students understand complex concepts through engaging experiments and demonstrations.

Growing up, I often saw how much my father鈥檚 students admired and appreciated him. One moment that stands out was when we were doing some last-minute Christmas shopping and a former student came over, delighted to see him again. They told him how much they had loved his chemistry classes and how he had made the subject come alive for them. That simple exchange stayed with me - it showed me the difference a passionate teacher can make, and it鈥檚 a difference I aspire to make myself.

What motivates you?

What motivates me most is helping students discover the excitement of science. I love seeing that spark of curiosity when they realise how something works or when a practical makes a concept click. Those moments remind me that teaching isn鈥檛 just about passing on knowledge - it鈥檚 about inspiring students to think, question, and explore the world for themselves.

I鈥檓 also motivated by the idea that learning never stops. I鈥檓 always refining my lessons, improving my resources, and finding new ways to make learning engaging and meaningful. Outside the classroom, I鈥檝e developed a real interest in gardening and understanding more about plants, which has deepened my appreciation for biology and the natural world. It鈥檚 reminded me how much there is to learn simply by observing and being patient, and those are lessons I bring into my teaching every day. Similarly, restoring an old 1890s cottage has taught me the value of problem-solving, creativity and persistence - qualities that are just as important in the classroom as they are in life. Both experiences remind me that growth - whether in a garden, an old house or a classroom - takes time, curiosity and care, which are the same ingredients that help students thrive in science.

How have your students inspired you?

My students inspire me every day. Their curiosity, creativity and resilience constantly remind me why I chose to teach. Watching them make connections, overcome challenges, and grow in confidence motivates me to keep improving as an educator. They push me to look at science through fresh eyes - to find new ways to explain, to experiment, and to make learning meaningful. Their questions often challenge me to think more deeply about topics I thought I fully understood, which keeps my own learning alive. What inspires me most, though, is their enthusiasm when something finally 'clicks'. That moment of understanding, when a concept comes to life or an experiment sparks genuine excitement, is what drives me to keep creating engaging lessons and meaningful learning experiences.

What advice would you give to a young person considering a career in chemistry?

I would tell any young person considering a career in chemistry that curiosity and understanding are key. Chemistry isn鈥檛 about memorising facts or formulae - it鈥檚 about truly understanding what鈥檚 happening at a deeper level. Every reaction, every colour change, every piece of data tells a story about how particles interact and how matter behaves. When you take the time to really understand why things happen, that鈥檚 when chemistry becomes fascinating.

My advice is to ask questions constantly, experiment whenever you can, and don鈥檛 be afraid to make mistakes - they鈥檙e often where the best learning happens. Chemistry can be challenging, but it鈥檚 also incredibly rewarding. The more you understand, the more you begin to see its role everywhere: in nature, medicine, technology, and daily life.

Why is chemistry education important?

Chemistry education is so important because it helps students truly understand the world around them. It鈥檚 not just about equations or reactions - it鈥檚 about uncovering the 鈥渨hy鈥� behind everyday phenomena. When students start to see how the chemistry they learn in class connects to cooking, cleaning, climate change or medicine, that鈥檚 when it really clicks for them.

I think chemistry education teaches far more than content. It develops curiosity, critical thinking and problem-solving, skills that are valuable in every walk of life. It challenges students to look beneath the surface, to ask questions, and to think deeply about how things work.

What has been a highlight for you (either personally or in your career)?

A highlight of my career over the past five years has been working with Dr Barbara Kelly on our Transition Year Science book, Inquiring Minds. This was an incredible opportunity, and we had such a rewarding experience writing it together. The book is designed to transform the Transition Year classroom into a space of hands-on exploration, filled with engaging experiments and student-centred activities that inspire curiosity and wonder. Our goal was to help students see science not just as a subject, but as a way of understanding the world around them.

While Inquiring Minds bridges concepts from both the Junior Cycle and Leaving Certificate, it also encourages students to think critically and connect science to their everyday lives. It is more than a textbook - it鈥檚 a gateway to scientific discovery for both students and teachers.

Collaborating with Dr Kelly has been one of the most rewarding parts of my career. She is not only a brilliant teacher and author but also an incredibly kind and insightful person. Her passion for science and education pushes me to think more deeply about my own teaching - to question my choices, to refine my approach, and to make every lesson meaningful for my students. Her feedback is always constructive and thought-provoking, and I leave every conversation with her feeling inspired and having learned something new about science, teaching or life.

Why do you think teamwork is important in science education?

Teamwork is essential in science education because science itself is built on collaboration. The greatest discoveries happen when people share ideas, challenge each other鈥檚 thinking and work together to solve problems - and the same is true in the classroom. When students collaborate, they learn to communicate, listen and think critically, developing skills that go far beyond the lab. For teachers, teamwork is just as important. Sharing ideas, resources and experiences with colleagues strengthens our practice and keeps our teaching fresh and reflective. Working with others helps create a supportive environment where innovation and creativity can thrive - and ultimately, where students benefit the most.

Who or what has supported you in your career as an educator?

I鈥檝e been very fortunate to have incredible support over the last number of years. The teacher education I received at UCD gave me a strong foundation in pedagogy and inspired me to think deeply about what meaningful learning looks like in the classroom. I鈥檓 especially grateful to Associate Professor Shane Bergin, Professor Maria Meehan, and Associate Professor Aoibhinn N铆 Sh煤illeabh谩in for their guidance, encouragement, and example. Their passion for education - and for how science and mathematics are communicated and understood - completely changed how I see both teaching and the world around me.

I鈥檝e also been supported by fantastic colleagues in every school I鈥檝e worked in, from senior management teams to my department colleagues. In particular, my fellow chemistry teachers, Ciara Bolger and Laura Dempsey, have been amazing sources of advice, collaboration and inspiration. Teaching can be challenging, but being part of such a positive, generous and committed professional community makes all the difference.

Finally for a bit of fun...What is your favourite element?

My favourite element is manganese. It鈥檚 a brilliant example of how colourful and dynamic chemistry can be. Manganese has multiple oxidation states 鈥� from colourless Mn虏鈦� to brown Mn鈦粹伜 and the striking purple Mn鈦封伜 in the permanganate ion. It鈥檚 also relatively stable thanks to its half-filled 3d鈦� sublevel 鈥� something I like to think we all aspire to be! I love using it in class to demonstrate oxidation and reduction, as students can actually see the chemistry happen before their eyes.