Matthew Smith

Shane sits at the front of his science classroom at RHS.

At the heart of every great educator is the ability to foster an environment where students can grow, learn and succeed on their own terms. For students in Jeff Shane’s class, that environment is built through his teaching style which allows students to dictate their path to success while providing them with the resources and support they need to excel.

Jeff Shane is one of the longest tenured teachers at Revere, heading the science department and teaching AP Physics I and II.  

For many students, this approach is a refreshing change from traditional classroom structures. Instead of feeling boxed in by rules and expectations, they are encouraged to find their own way to success. Senior Saumya Sharma, now in his second year with Shane in AP Physics II, reflected on what makes his teaching approach so effective.

“Shane is just authentically himself—both in how he teaches and how he presents himself to the class. He gives you everything you need to succeed, but he doesn’t force you along the way. He provides all the resources and support, but he leaves it up to you to take ownership of your learning. The freedom he offers takes a lot of stress off students, so we don’t feel pressured by deadlines or unnecessary busywork. Instead, he puts the ball in our court, letting us dictate our own success,” he said.

Before taking Shane’s class, Sharma had heard plenty of praise from upperclassmen about his teaching style. Students described his classroom as both engaging and supportive, a place where they felt challenged without being overwhelmed. Curious to see for himself, Sharma quickly realized that the buzz was well deserved.

“I had never met him before, but I heard nothing but good things. Everyone said he was a great teacher, a nice guy, and that if you put in the effort, you’d do well. When I finally had him as a teacher, all of that was confirmed within the first class,” he said.

Even after moving on to college, many of Shane’s former students continue to stay in touch. His impact extends beyond high school, as students find themselves applying his lessons long after they have left his class. For Joe Earl, that connection remained strong even after his graduation in 2023.

“[Mr. Shane] is just a super unique teacher; there are very few teachers who can explain such a complicated subject with such ease,” he said.

Shane’s path to teaching was not straightforward, but his passion for education was always there. Despite excelling in math and science, he initially pursued engineering, only to realize it was not the right fit. That realization set him on the path to becoming the educator he had always wanted to be.

“I always wanted to be a teacher—even back in high school. I loved school. I was kind of a weirdo like that. But my mom told me I couldn’t make a living doing it, so I didn’t pursue it at first. I was really good at math and science, so I went into electrical engineering instead. I hated it. [I] hated college. I called my mom my sophomore year and told her I was dropping out. She told me to get a job. I had free tuition, so I stayed,” Shane said.

After spending time as an engineer in Rhode Island, Shane came to a crossroads. The work was not fulfilling, and he found himself questioning what he really wanted to do. It was then that he finally decided to pursue teaching in a subject he once disliked.

“I didn’t care about how much money the company made every minute, and that really turned me off. I wanted to do something meaningful. I always wanted to teach, but I didn’t know what subject. Funny enough, I actually hated physics. Hated it in high school, hated it in college. Had a terrible high school teacher and terrible professors. But Kent State had a program where I could get my master’s degree and teaching certification in one year—if I did math and physics. Anything else would take three years. So I said, ‘Okay, I’ll try it.’ Long story short? I love what I do,” Shane said.

His first teaching opportunity came unexpectedly, the result of good timing and a well-placed recommendation. With no formal interview and little time to prepare, Shane found himself stepping into the classroom, ready to take on the challenge.

“I got lucky. A friend of mine was interviewing for a chemistry job at Revere, and while she was there, the physics teacher walked in and turned in a one-year leave of absence. She called me and said, ‘Call them now.’ I called five minutes later, and they told me to come in the next day. I got the job without even having an interview. It was August, and they needed someone. The assistant superintendent found out I was an engineer, and since his son was an engineer, he figured I’d be fine. I’ve been here ever since,” he said.

Shane’s teaching philosophy is deeply rooted in his own experiences as a student. Having struggled with physics himself, he understood the frustration that came with bad instruction. That perspective shaped the way he now approaches his own classroom.

“I teach the way I learn. I had horrible physics teachers in high school and college, and I hated the way they taught. I didn’t actually learn anything—I just had to memorize and guess. So when I started teaching, I wanted to do the opposite. I start from the ‘why’ and build up from there. I focus on skill sets instead of just facts because that’s how my brain works,” Shane  said.

Over the years, his approach has evolved to better meet the needs of his students. While he once believed in rigid expectations, he has come to appreciate the value of second chances and deeper learning.

“Twenty years ago, I never would have given a retest or re-quiz. My mindset was, ‘You didn’t learn it? Too bad.’ But I’ve changed. Now, I see the value in giving students opportunities to improve and actually learn the material instead of just moving on,” Shane said.

Shane’s influence does not end at graduation. Many of his former students continue to reach out—whether for academic help, career advice or simply to catch up. His role as a mentor extends far beyond their high school years.

“There are three types of students who reach out. Some ask for help with physics problems in their college classes, especially in their first two years. Others just want the review sheets I give out. And then there are the ones who reach out years later just to catch up. I’ve had students email me out of the blue saying, ‘Hey, I’m back in Ohio—want to grab coffee?’ I had lunch with a former student a few years ago who’s now fifty years old. It’s just cool to reconnect,” Shane said.

When a fellow student needed help with physics, Earl immediately thought back to Shane’s class. Knowing how effective his study materials were, he reached out for guidance, confident that Shane would still be willing to help.

“One of my friends came up to me to ask me for physics help, so I emailed Shane and asked him for the colored sheets he gave us in class. He sent them over to me and because of that I was able to help her better understand what was actually going on,” Earl said.

Now in his 35th year of teaching, Shane has left a mark on generations of students. Whether they took his class years ago or are just starting out, many still credit him with shaping their understanding of both physics and learning itself.

“I appreciate that students recommend my class to others. That’s really cool, but it’s a double-edged sword because sometimes kids sign up just because their friend told them to, and they end up hating it. That makes me sad because they don’t always know what they’re stepping into. But at the end of the day, if students walk away saying they enjoyed the class and learned something, that’s what matters most,” Shane said.

Shane’s student-centered approach empowers learners to take control of their education while feeling supported. His teaching philosophy, shaped by his own struggles with physics, prioritizes understanding over memorization and continues to evolve.