tag:blogger.com,1999:blog-26015256457129278102024-03-14T02:41:45.956-07:00A Teacher's EducationNew teacher learning the ropes, and you get to watch!And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.comBlogger38125tag:blogger.com,1999:blog-2601525645712927810.post-82126159178069901512011-03-09T08:21:00.000-08:002011-03-09T08:40:02.344-08:00Day 30, TuesdayI really don't want this to become a habit, I've got things to do during these prep periods<br /><br />I got some grading done and handed back! Only an increasing number of labs to go!<br /><br />I came up against a problem that may have something to do with some of the confusion I see sometimes when I work problems. The students don't have a grasp of the commutative property, so if I'm multiplying things together in one order it's clear as day, but if I multiply in another order then it might as well be Greek. I think I can be more disciplined about this in the future, but it's really hard to walk back something like that, especially because I have a math degree and commuting is my life's blood.<br /><br />It was a pretty good day, though this was another one of those days where I could feel myself being boring. There were some good spots with metaphors that I used, especially one involving blocking doors and/or seats, but boiling point elevation and freezing point depression are only good if you put them to work, and in this case I was just introducing the concepts<br /><br />Remember that problem I had with Shane et. al.? Didn't really crop up, not sure what the rules are for the good days as opposed to the bad days. I'm sure it will crop up again and I can give that talk when it happens. Instead, that section was really good with drawing out examples when I told them that solute particles aren't included in a crystal. The melted and refrozen popsicle example went over well on that front.<br /><br />This is about after school, but I was really tired, so I had two cups of coffee with dinner. Apparently coffee is not my friend; I spent the next 4ish hours with a splitting headache, nausea and the jitters and it didn't even make me less tired. I'm not sure what I expected, tea usually has either no effect or a calming effect and previous experiments with coffee have been mixed. Also, the one time I tried Mountain Dew my lips started tingling so I hardly drank any of it. I am apparently not meant to be caffeinated.And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-7728602182671640882011-03-08T07:58:00.000-08:002011-03-08T08:35:48.038-08:00Day 29 - MondayI'll pretend it isn't cheating if I post this during the prep period at the school.<br /><br />Today I was going to film my class for my Inclusion lesson. So I set up a camera at the back and worked on my stuff for a large part of the day.<br /><br />Channel One really throws me off my game, I'm not sure how much respect to show it. It didn't start anywhere near on time today, and I really should have just gone on with my presentation in my first section. As it was, the presentation went well but I just didn't have the time necessary to get through. Not that I made it through in any of the other classes, but in the other two I got through to the last part of the last example problem. The actual process of the classes went pretty well, Mr. CT even came in and told me I did well from what he could hear from behind the door.<br /><br />A problem has cropped up, though. There's a group of boys, Maurice, Rick, Herman and Shane, in the back of third period that will talk more than not. Usually they don't bother others too much so I have tried to control it by asking questions back there semi-frequently. However, today was worse than usual. I'm torn on whether to talk to the whole group or just Shane, since Shane puts the most effort into engaging in outside conversation and he does extraordinarily well in the class, leading me to believe he's acting out of boredom. I'm pretty sure the other kids around him are drawn in by what he does, so I think I can get the problem cut down significantly if he's on board. The question is how to go about it. Wish me luckAnd!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-89835307039566475972011-03-06T13:36:00.000-08:002011-03-06T14:27:09.726-08:00Day 28 -Friday, March 4The morning didn't go too well today. Mr. CT has been busy with Science Olympiad, so there really haven't been much meeting after school to coordinate for next week and apparently the stuff that I had was not to his liking. It wasn't terrible but he just wanted a lot of stuff changed around.<br /><br />I've realized there's a cultural element going on with the two teachers I interact with the most that I don't particularly care for. I'm going into this experience with the assumption that I'm terrible at being a high school chemistry teacher, which I believe is fair, since this is the first time I'm really doing it anywhere close to the scale of a normal high school teacher. This means that, while I do spend a lot of time thinking about the material I create and try to get it right, I generally have very little attachment to it. I am very amenable to changes, even extensive changes, simply because I believe that to be the point of all this. I try something out, the experienced teacher weigh in, I learn something from their criticisms and remake it, then I learn how to present the better product. I will occasionally stand up for some part of what I've created, but only when I think changing one aspect will invalidate another aspect. It's rare, in any case. The thing is, they keep justifying their criticism after they've made it and I've agreed to change it. I'm ready to move on to the next thing and they're still trying to...not hurt my feelings, I guess? Maybe it comes from the clashes that Mr. CT and Ms. Bio have had with each other, as two experienced teachers on relatively equal footing hashing it out. Maybe they're trying to justify their own criticisms to themselves before moving on. Maybe they simply don't believe me when I agree with them as readily as I do. Whatever the reason, it means I have less time to go and enact the changes that I just agreed to make, because we still spend time talking about it. I got a little testy about this phenomenon this morning with some of the discussion over changes. I'm not sure how much of an impact it made on Mr. CT, but in any case I was able to enact all the changes he had suggested over our prep periods, in addition to bringing over the lab cart and prepping the lab.<br /><br />AP - I was working in the office for this one, but I came out to see the spectacle of the smart kids vying for limited resources in the chem lab. Five teams had to do three trials each, and there were only two spectrophotometers in the lab. I was a little surprised that they even had one, but apparently the cheap ones could fit into the annual budget, such as it is.<br /><br />Chem 1 - I posted earlier about the spectacle of handing in the colloid lab, so I won't speak to that. There was some widespread confusion with the homework and a lot of fear, uncertainty and doubt over the upcoming quiz. Even with the first section, which had given the impression of being on top of the material when I was presenting it but was incredibly confused when it came to actually doing it for homework. Luckily the quiz was terribly short, so I had plenty of time to mull over the method of solving those problems before we had to actually take the quiz. Still not sure whether I've put all the fears to rest, but I think the math day we have planned for Wednesday will help immensely.<br /><br />Chem 2 - In this class we spent half the time listening to Mr. CT tell stories from his childhood justifying himself as a redneck. The students and I kept pointing out that almost all of those stories show that he either grew up rural, or one of his family was a redneck. Very few of them involved him doing anything that might be considered particularly redneck and instead featured his dad or his brothers. I spent this time cleaning out some of the lab sinks, since I was tired of them being filled near to the brim with water all the time.<br /><br />After school Mr. CT had Science Olympiad stuff to do, so I took over his bus duty for that evening. Small town bus service is interesting, because there's a lot of buses which pull up and maybe three kids get in. There's a lot of area to cover and not a lot of people in it. I figure that these buses also carry middle school and maybe elementary kids, but I don't really know. I'm not sure exactly what I'm supposed to be doing on this bus duty, I figure as long as no fights or some other overly aggressive behavior breaks out the rest is pretty much golden. There was one conflict that looked like it had the capacity to develop into a brawl, but the kids de-escalated after a while, so it ended up fine. Afterward I stopped into the other class and saw about some feedback on the material they had seen, but they were pretty solid on everything.And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-29696664020563550742011-03-06T11:44:00.000-08:002011-03-06T13:36:53.808-08:00Day 27 - Thursday, March 3After Wednesday I had finished the presentation with the first section of Chem 1 and had a little ways to go with the other two sections, and Mr. CT and I pondered how to incorporated the lab with the rest of the presentation. The lab called for making a supersaturated solution, in the procedure it called for making it over the open flame of a burner and cooling it down. After playing around with it in Ms. Bio's class, we realized that it would work just as well with a hot water bath, which has the benefit of being mostly hands-free. Thus the procedure became setting up the dissolving in the hot water bath, letting it go and coming back to their seats for the rest of the lecture, then leaving back to the lab to finish the part they started and do the third part of the three-part lab, leaving the second part for the next day.<br /><br />One complication that seemed like it might crop up was that there was some sort of chorus event going on that was going to be pulling a lot of students out of school. Apparently chorus is big in this school. My classes didn't end up being particularly hard-hit, but I heard Ms. Bio's classes were devastated.<br /><br />The set-up seemed to work well even though there were 2 separate scene changes in the day (back from lab and out to lab). Mr. Ct worked behind the scenes getting chemicals out for the lab group while I answered questions about what was going on and directed what they were doing. Incidentally, I'm not sure about this culture where the teacher does all the set-up and clean-up and parcels out the chemicals for the lab groups. I seem to remember a conversation early in my time there that indicated that this might be a response to the shortened periods, but it's still pushing an awful lot of work onto the teacher that should, if the idea is to teach the students how to properly work in a laboratory, be the responsibility of the individual students. There's the idea that if they don't get the correct results then they won't be able to fill out the lab worksheets, but then this punts to the other idea <a href="http://ateacherseducation.blogspot.com/2011/03/well-that-was-quick.html">I wrote about yesterday</a>, where maybe that style of lab is too restrictive for its own good.<br /><br />I thought the question-and-answer sections worked out well for the classes, confusions were addressed and the labs proceeded smoothly. Working with actual dangerous chemicals can produce a lot of interest. We were using solid sodium hydroxide pellets for part 3 of the lab, and I warned the students not to touch that particular chemical, telling that it damages you by turning your skin to soap. This produced a fair bit of excitement amongst the students. Maurice asked a question about using it to make soap out of the fat taken out of people from liposuction and-after I suspiciously asked him a question about it- he told me he hadn't seen Fight Club! He came up with one of the central activities/metaphors of the story independently. Then Rick, who was in the same lab group, had a light-bulb moment and asked if that was why there was a picture of soap on the cover.<br /><br />I learned that Constance has, "a 504 plan or something like that. She has problems with something in learning." which would have been a lot more helpful to know earlier.And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-73247115970551098952011-03-05T10:02:00.000-08:002011-03-05T11:52:02.967-08:00Well, that was quickI said it would be easier to report every day if I was talking about that day, I didn't say I could be perfect. Especially when the desktop computer in our apartment has been reduced to the status of furniture until I do some tinkering with the guts of the system (not my favorite activity), so Furious J is limited to smartphone for computer-type activities until I come home and share the laptop. Makes it difficult to come home and do the work for planning the next lessons, plus do reflections, plus actually relax a little from the day.<br /><br />Thursday and Friday kind of go as a pair for me, so I'll be on with those two later today. I suddenly thought of something this morning that I wanted to break down a little bit before I got into that though. Yesterday we collected the write-ups for the lab we did Tuesday, the one that was Mr. CT's pet project and gave results contrary to the point that it was trying to show. The lab was cookbook-style, with some blanks to answer questions in at the end. The problem was, if the lab groups followed the directions as given, most of them would have seen the colloid filtered out on the first filtration and the steps afterward would have no meaning at all (another danger of cookbook-style labs, they don't degrade gracefully - if something messes up then the whole thing falls apart). During the lab we spent all our time managing their results so that they could get the payoff of the shiny gold disk, which many of them did find legitimately cool, but that kind of patch is guaranteed to miss at least one group. They were handing in the labs and I noticed some confusion in the ranks about how to answer some of the questions. It was a group that had filtered all the stuff out of the first solution, something that shouldn't have been possible, then had nothing to modify in the second sections so they had no actual answers for questions addressing the second part. So the group was looking around to find the "right answer" and I just realized how sad that is. The one thing that labs at the college level get really right is that your data is your data. You don't drop any results because they 'seem off' or 'that wasn't supposed to happen' unless the lab is about the statistical analysis of data. Most of the value in the grade in the lab isn't in whether you made the 'right' stuff at the end, but how well you observe and explain whatever results you did obtain. The procedure may be in the cookbook style, but the work you do is still your own work based on whatever weird observations you might have had in the course of performing the lab.And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-26232258615385808682011-03-02T19:10:00.000-08:002011-03-02T20:53:06.287-08:00Day 26Today I was back in front of the classroom, so there was a fair amount of preparation for that to start. The big thing up today, which I didn't notice until Mr. Phys came in wearing all black sport clothes with some black electrical tape "eyeblack," that Mr. CT was wearing all black in preparation for the big scholastic bowl showdown, teacher vs. student, today. I never really got into competitive nerdery back in high school, unless you want to count marching band (and for our school you shouldn't), so this was all a very new phenomenon for me.<br /><br />Mr. CT wants us to get a week ahead to smooth out collaboration interactions with Ms. Bio. We're running about two days behind that goal currently, which is way better than we used to be but still behind the curve. So I've been working on tooling up some stuff so I can get next week's stuff all set away.<br /><br />The craziness of today really happened during advisory period. A girl had come in to say she was going to make up the lab from yesterday. Apparently by, "I'm going to come in during advisory and make up the lab," she really meant that three people were going to come in during advisory and make up the lab as a group. So I set them on their merry way and Domingo came in to work on his part for Science Olympiad, another competitive nerdery thing with which I am relatively unfamiliar. I did a little thing my school put on two of the years I was there, but the only thing we really prepared was the egg catchers that we had to make. Domingo was working on the the Forensics portion, one of which was identifying compounds from a list. I had stayed after school a little to see Mr. CT and Domingo and another guy who had previously been involved with Science Olympiad while they worked out at least that section of the competition. So today he came in and just wanted to test how well his procedure worked, so I would go and get something from the back storeroom and his job was to tell me what it was. He did really well, correctly identifying four of the compounds in the period, with me going back into the storeroom after each one and picking out a new one for him. This makes the event, at least this part of it, a lot less intimidating than it appeared.<br /><br />I did my thing for Chem 1, which was...ok. I guess. It may be an intrinsic fault of the "stand in front of a group of high schoolers and lecture for 46 minutes straight," form of teaching, but I could feel myself being boring. Student teaching is a strange experience, every day is a new opportunity to fail at some other part about being an effective teacher. Today I felt I had a good presentation and was well prepared for it, just the presentation of myself was only blah. There's a picture I've been drawing in my notes for it that I'll scan and show another time, but I can see the boredom in their faces. At least I got to supersaturation so I could show the reusable heat pack that we keep around, and that perked them up.<br /><br />Also, there's a big problem around problem-solving in the class. If they are given a formula that they just have to plug in the numbers we give them, then they do alright. But today, all the math we were doing was about solubility, whether a solution is saturated or unsaturated. These are generally one-step problems. However, asking things like finding whether a solution is saturated or unsaturated just met with some serious confusion for some of my students. It's an interesting problem to try to tackle, because there are some problems that, if you know how to solve a problem and you have some number sense, you can give the answer just by looking at it. However, if you don't have number sense or don't have a problem-solving mindset it's just completely opaque, no matter how I break it down it might as well be Sanskrit. Maybe I'm just bad at it, which I will admit is a perfectly reasonable explanation, but it seems that the method of instruction I'm using, in an attempt to learn Mr. CT's teaching style, seems especially poorly suited to this strong differential in ability. I have the choice of boring the top or blowing past the bottom, and I'm most likely doing both at the same time. We'll see if I can address this with the math day we have planned in the future.<br /><br />I also broke a flask today. I feel like such a chump when I break glassware, and I swear I've broken more glassware in the few weeks I've been in this classroom than I ever have in my career up until this point.<br /><br />The Chem 2 students had a quiz today on naming chemical compounds, and I think it broke them. There was a distinct air of dejection around a lot of the students after their quizzes. Not really sure how I can help out there, though.<br /><br />Since Mr. CT had to get ready for Scholastic Bowl after school, he gave me his bus duty, so I loitered outside as an adult in case kids started doing something especially stupid. Nothing happened, so it ended up being a slightly boring time in the nice weather. The one thing I did get to see was one of my more bored/sleepy students acting animated and excited for a once, which was a nice change of pace.<br /><br />I stopped in on the Scholastic Bowl, and the teachers were winning, but the students were in the process of staging a strong comeback. I realized I'd probably be pretty awesome at scholastic bowl, but whatever.And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-82748363192480547692011-03-01T21:00:00.001-08:002011-03-01T22:24:37.637-08:00School Today - Day 25Well, a lot happened since the last time I put up a post and I'm a little tired and overwhelmed at trying to catch up to the present in the wayback machine, so I'm going to start writing about today when it happens. In addition, I didn't take many notes today, so I have to get it written before it evaporates from my mind. When I post a retrospective I'll make sure to still title it with when I'm talking about so I can set the stage, but a blog is supposed to be about now anyways and I never caught up even though I tried.<br /><br />This morning was mostly spent on prep work, a quiz for Friday and some stuff for next week. The big conversation, one of which I have with Mr. CT nearly every morning, was about the AP test and whether it was getting easier. Mr. CT made it seem like the test is normed every year, but looking at the links from Wikipedia just made me more confused about what goes into grading the tests. His point was that the vast expansion of the test with a set percentage getting 5s led to making the tests easier. I argued that that there wasn't any intrinsic relationship in throwing more people into the test, with the vast expansion of the AP test in the schools, and making the test easier. I still think that, but it's looking like what we were talking about didn't even reflect the actual situation of the AP test. The College Board makes a big deal about how they want a certain score to consistently show a certain level of knowledge. One thing I did learn was that scores are computed first, then a cutoff is decided on for that year, rather than the other way around. Mr. CT did try to rifle through his collection of old AP tests to show a particular question that did get dumbed down, but couldn't find it. It wouldn't matter anyway, unless we could get access to the weighting and scoring from those particular years to compare the two.<br /><br />Today was a lab day, the pet gold colloid lab that Mr. CT has. The idea is that you make a <a href="http://en.wikipedia.org/wiki/Colloidal_gold">gold colloid</a>, which appears red, and pass it through a special, 20 nm pore-sized filter and it comes right through, then you add salt and the colloid <a href="http://en.wikipedia.org/wiki/Flocculation">flocculates</a>, resulting in a blue fluid that filters clear, and the filter is then cut open revealing the thin layer of gold on the filter, which is the standard gold color. The lab didn't even come close to working right, apparently it was the worst results Ms. Bio ever saw. All the groups were synthesizing particles that were catching on the first pass through the filter, which would incidentally turn black because of this. The whole thing was one big hectic mess.<br /><br />Two things turned up out of it. It appears that some of the Chem 1 students have discovered Mark Wahlberg's first line of work, as the front man of Marky Mark and the Funky Bunch, and they were all abuzz about it, for some reason. Second, rumors about me continue to swirl, with Adam asking me if I knew how to tap dance. I really don't know where this stuff comes from, I dance around a little bit just as kind of an idle motion, but tap? I did tell him I knew how to swing dance, and I told a different student in Chem 2 that I've been married a year and a half and I met my wife in a social club in college, so we'll see how those two facts swirl around and recombine with whatever else is out there to form the next thing the students ask me about.<br /><br />Chem 2 was about finishing up the lab from yesterday, so it wasn't particularly exciting either. I remembered to bring my book of H. P. Lovecraft's stories for a student's English project, so that was pretty nice. This particular lab, which tests a simulated urine for different things, seems to inspire a lot of broken glassware. Three or four different groups smashed the tubes they were using to carry around their "urine." Also there were a lot of bad puns going around, mostly from Mr. CT.<br /><br />After school Mr. CT headed out after he did his bus-watching duty, while I stayed and let Theresa make up her Exam and lab from last week. I was otherwise occupied last week, so it was my first time doing the lab, as well. It went alright but was BOOOOOORRRRRRIING. Watching water heat from frozen to boiling while she takes temperature every 30 seconds is not my idea of a good time. So I told stories of the most boring labs I ever did in college: The hour-long reflux from organic lab and the bomb calorimetry from Pchem 1 lab.<br /><br />Eventually I really need to get caught up on grading and do some stuff for my class at Midwest U.<span style="text-decoration: underline;"></span><a href="http://en.wikipedia.org/wiki/Flocculation"><br /></a>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-8123098806940338122011-02-21T10:37:00.000-08:002011-02-21T10:38:25.807-08:00Day 13 - Tuesday, Februrary 8<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> 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name="TOC Heading"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal">This day started with cleaning glassware! While we did that we talked about The Troubles in Town.<span style=""> </span>Mr. CT spent his early years as a teacher working in Town High School during a time when the Black community in the area had brought a lawsuit against the school district over racial discrimination.<span style=""> </span>The main complaints were disproportionate discipline numbers for Black students and passing over Black students when considering children for honors and other upper-level classes.<span style=""> </span>I forget exactly whether the lawsuit was ruled for the plaintiffs or settled out of court, either way the school was undergoing changes under the terms of the lawsuit and the constant mantra under the rotating cast of new principals was to “keep discipline numbers down.” Not that I have any better solution, I know nothing about school administration and even less about reforming a culture that had up until recently been consistently discriminating against a group of people, but I am pretty well aware that radical restructuring tends to result in widespread chaos, regardless of situation or direction. What Mr. CT did tell me was that the functional result of this new possibility was that Black students learned that there were essentially no administrative consequences for anything they did; unless a crime occurred and the administration could call the police, resulting in an arrest that did not appear on the school’s discipline numbers, the student was free to do whatever they wanted. Not a good scene, and Mr. CT left fairly shortly afterwards.</p> <p class="MsoNormal">We also talked about Midwest High, and how the school seems very focused on getting the teachers to create and clarify their goals, but there is a distinct lack of the same activity on the schoolwide level. The school has developed some weird personality quirks on its own, most astoundingly the 80 people, one-tenth of the entire school population, that enroll in AP Bio every year. This seems like something that the school could use to create an identity for itself, building a common culture out of a weird fluke. Yet nothing is done, the school tries to be everything for a tiny village that is equal parts rural farmkids and the children of professors and doctors from the nearby Town.</p> <p class="MsoNormal">AP – Phases today, solids and liquids!<span style=""> </span>Mr. CT laments the schedule dictated by the looming AP exam, his Masters was in Materials Science and he is limited to only one day for solids! Oh, how it burns!</p> <p class="MsoNormal">Anyway, they did their stuff with crystal structures, I thought it was fun because I like geometry, but I think the kids struggled a little with some of the math involved. Also, the model for the Body Centered Cubic structure refused to stay together. </p> <p class="MsoNormal">Chem 1 – Since today was a review day for the test tomorrow, I had to write out the answers to the homework problems that I would be going over today.</p> <p class="MsoNormal">I took in the lab due this day with some time to answer questions beforehand.<span style=""> </span>Then I presented the four numbers they needed to know: 22.4, 760, 0.0821 and 273.<span style=""> </span>I approached it by having just the numbers on the board and having student fill in what their context should be.<span style=""> </span>The rest of the time was given over to working on the study guide I handed out, with me coming around to answer questions.</p> <p class="MsoNormal">I wrote here that it is amazing how much in improve from 4<sup>th</sup> to 6<sup>th</sup> hour.<span style=""> </span>I now see this as a pretty bad thing, 4<sup>th</sup> hour gets the shaft when it comes to my performance.<span style=""> </span>Not that going over the same material three times in rapid succession shouldn’t produce an improvement; it would be crazy if it didn’t. Just that I should prepare more beforehand so I have to figure out less on the fly in the first section I teach.</p> <p class="MsoNormal">Chem 2 – They were talking ALGEBRA today, and also liquids and solids, strangely enough.<span style=""> </span>Mr. CT gave out this metaphor to explain why melting is a sudden transition for a pure solid. The idea is that if you steal bits and pieces out of a building every day, all the other structure will keep the building together and solid.<span style=""> </span>However, one day a critical piece is taken, and instead of slumping slightly the building collapses in a heap. Metaphor!</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-35513702635275582682011-02-20T21:49:00.000-08:002011-02-20T21:51:57.589-08:00Day 12 - Monday, February 7<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-US</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> 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mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal">Since today was a lab day, I took the first period and dropped in on the other sections of Chem 1, who went earlier in the day, to see how the whole situation went.<span style=""> </span>The lab has us reacting a coil of magnesium with hydrochloric acid in such a way so that all the hydrogen is collected and we can get a volume of gas produced, which is then used to calculate a molar volume and compared with the theoretical.<span style=""> </span>Tips I picked up: acid means goggles, the magnesium ribbon has to be coiled fairly loosely so that it doesn’t break and it’s worthwhile to check to make sure that the ribbon is over 3 cm, otherwise it doesn’t produce enough gas to equalize, even in the largest cylinder we were using. Also, for a prelab demonstration, it doesn’t take too long to show the actual process of pouring, just have the magnesium coiled and tied beforehand since that wouldn’t be able to be seen from distance anyway.</p> <p class="MsoNormal">AP – I took back the used setups from the last lab, except for one which I kept for the two makeups that were supposed to be coming in that day.<span style=""> </span>The actual class was talking vapor pressure and boiling, which was just the subject that me and Mr. CT were supposed to be working on for the Team. I spent the time getting an ice-salt slush nice and mixed up for some make-up kids who were supposed to come in next period.</p> <p class="MsoNormal">Advisory – Kids stood me up!<span style=""> </span>No matter, I got things to do, like set up for the lab.<span style=""> </span></p> <p class="MsoNormal">Chem 1 – The lab went really well, though I’m working on striking a balance on how much information to give the whole class at the front of the period.<span style=""> </span>I am always tempted to front-load it like in a real chemistry lab, but I end up having to come around and tell groups some of the same information individually any way.<span style=""> </span>Now that I think of it, that’s probably how the TA’s in college chemistry courses felt sometimes.<span style=""> </span>The labs seemed to go well, some problems in the first section with getting them to measure the strips with any sort of accuracy, and in the last section a group completely failed to understand what the lab was trying to measure, so they took no relevant data and they had to get data from another group.</p> <p class="MsoNormal">I really don’t remember what happened in Chem 2 this day, what I have more note on was a meeting I attended with Mr. CT after school.<span style=""> </span>The school has a new push for some curriculum standardization and teacher collaboration across the departments. The teachers are organized into teams by subject, and once a month the team leaders have a meeting to discuss how things are going with the principal and the superintendent and a future principal(?). Of course, the rest of the teams are supposed to meet with the leaders gone, for some reason. Today it started with some discussion of the use of some analysis tool in judging how to set standards and figure out how to interpret the results.<span style=""> </span>There was one guy running the meeting, and he chose for his examples some data that Mr. CT already had submitted, and he had messed with some of the qualifications that would qualify for “Exceeds Expectations.” Mr. CT was somewhat concerned with the standards that DudeGuy had set up, since Mr. CT regards his tests as diagnostic tools which, by definition, have to be set up to have a decent failure rate on any particular question in order to gain any useful information.<span style=""> </span>DudeGuy’s standards were set up with the assumption that most people could get near perfect scores, and Mr. CT was wondering whether that was how he should be setting up his exams.<span style=""> </span>This sparked a discussion with the administration side assuring that the teachers should, “continue to have rigor.” The way they used it made me want to ask them to specify what they meant by the word, “rigor,” in that it sounded meaningless and buzzword-ish on their lips.<span style=""> </span>The foreign language contingent somewhat objects to the number-crunchiness of the specified system, understandably. </p> <p class="MsoNormal">There’s a lot of Capitalization going on.<span style=""> </span>The teachers have to make Power Standards and Learning Targets, and some long-term Smart Goals.<span style=""> </span>There’s also something called MAPS, not really sure what that’s all about. <span style=""> </span>The more I hear about this the more it sounds like a serious infection of Corporate-speak. Some of the reforms that they have been pushing are apparently a good thing, but the whole thing seems drenched in buzzwords that don’t mean anything, like someone got sold on a bunch of conferences along the way and we’re being dealt the end result. </p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-39242366231779696932011-02-20T21:42:00.000-08:002011-02-20T21:49:51.786-08:00Station AnnouncementOk, the last post was a little emo. Mr. CT has his actual performance review meeting with me on Friday and it wasn't nearly as bad as I was feeling about on Thursday. I also had a really awesome lesson during the Chem 1 classes, which my Prof was watching, so that had me feeling really nice. I still feel like I'm in a hole with the students, if I remember you need 5 positive interactions for each negative interaction to balance people's perception of you, so I've got 4 rocking lessons left to claw my way back to neutral.<br /><br />Things aren't doing so well behind the scenes, but I'll get through and we'll see how things go.And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-48501495947334049972011-02-17T17:25:00.000-08:002011-02-17T17:32:05.016-08:00Today, in the PresentToday was really bad. I don't know what it was, but everything I had thought about for the lesson just sort of fell apart in my head when I started, and I never really recovered. The best part of today was a silly little demo where I set fire to some stuff with super-heated steam. I am now no longer sure whether Mr. CT views me as a worthwhile apprentice. I'll probably cheer up tomorrow, I have some more demos planned and some stuff to patch the errors of today and get back on the right track, but I'm not feeling too good about myself right now.And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-54995620069187002362011-02-17T08:35:00.000-08:002011-02-17T08:36:12.403-08:00Day 11 - Friday, February 4<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-US</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> 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room SUPER cold.<span style=""> </span>I spent prep time working on lab and class, working the homework problems and trying to keep feeling in my feet.</p> <p class="MsoNormal">AP – They are doing heat and phase changes.<span style=""> </span>Why does water cool you from evaporation?</p> <p class="MsoNormal">Chem 1 – Today was a whole lot of sample problems!<span style=""> </span>I knew that was kind of the point, showing some of the complications that can arise when there’s a reaction involving the gas phase, but the problems were still long ones and I had to go hard through the whole classes. The physical effort of writing that much on the chalkboard, even with as much as possible prepped beforehand, was a little surprising.<span style=""> </span>At least I was warm at the end of all of it.</p> <p class="MsoNormal">Chem 2 – We got out of the classroom to take an online quiz today.<span style=""> </span>Our approximation to the Community College Testing Facility is a computer lab with us walking around, no big deal.<span style=""> </span>They finished the quiz fairly quickly and went to work on online homework, which we helped them out with.</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-14030527643260559002011-02-17T08:29:00.000-08:002011-02-17T08:32:12.677-08:00Day 10 - Monday, January 31<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> 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I came in this day with the intention of finishing the revisions on the lesson during prep periods to give after school, but the teachers got together and decided that since Snowtorious B.I.G. was coming, snow days were probably on their way and they figured that with a schedule change, they could ditch the lab and still quiz on Friday like usual.<span style=""> </span>Thus, I was up.<span style=""> </span>Luckily it was only surface polish and homework questions that needed to be frantically added.</p> <p class="MsoNormal">Also, Mr. CT wanted to hand the quizzes out today but hadn’t set up an online gradebook to record the grades.<span style=""> </span>Since I had been grading lab reports over the weekend, I had already made one out of a graph paper notebook I had lying around, so I copied the quiz grades into it over the next few periods (Prep, AP, Advisory) and also added some black slides to the shared PowerPoint so I could work on the board without glare. Copying over the grades took a while, but I finally got the names of some people whose handwriting had prevented me from pairing whatever name they went by with the last names on the class rosters.</p> <p class="MsoNormal">One thing I have to say: Mr. CT runs his organization on the pile system. I have nothing against the pile system per se, and he seems very comfortable in finding whatever he wants in his piles. However, the pile system is not exactly user friendly for those who did not create the piles, me in this instance. I mention this now because Van came in during advisory to make up a lab, most of which we got through but I was unable to find any copies of the lab handout to give him and had to print some up over lunch.</p> <p class="MsoNormal">The presentation had some problems with it, of course.<span style=""> </span>I was a little too cute with the numbers on my sample problem, letting too many things magically cancel and confusing the issue in doing so.<span style=""> </span>I also didn’t have a very good ending for the day’s presentation prepared.<span style=""> </span>I figured out that it worked best as a view towards history, noting that we chose to start with the theory and proceed logically from there, which leaves Gay-Lussac’s Law of Combining Volumes look like just a neat little shortcut without any greater meaning.<span style=""> </span>In reality, the Law came first and was a perplexing fact that demanded explanation from the new and growing class of scientists. In discussing it they got to see that when it comes to teaching chemistry, the teacher has some choices to make when it comes to emphasis, and we chose to emphasize logical progression over history.<span style=""> </span></p> <p class="MsoNormal">This kind of ties into one of my personal ideas of teaching chemistry from a historical perspective, or a debate of ideas perspective, or some other unusual perspective that might get a different angle of science than is usually presented.<span style=""> </span>What about a chemistry course that was all about color? The production of new dyes was one of the biggest factors pushing the development of chemistry during the Industrial Revolution. Instead of starting with measurement and density (which every. single. intro. chemistry. textbook starts with) start with light and wavelengths and then work towards conjugated electron systems and metal-ligand vibrational states.<span style=""> </span>Is it crazy? Sure it is, but that doesn’t mean it wouldn’t necessarily work for some students.</p> <p class="MsoNormal">After classes ended The Chem 1 team met up to decide on who would work on the next part of the curriculum, since it might be a long time before we saw each other again.</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-76083614302154613102011-02-14T20:52:00.000-08:002011-02-14T21:45:10.494-08:00Church and State?This happened recently, but I don't quite remember when. Track and cross country are big sports at Midwest High since the coach there is really good and they win a lot. I saw a t-shirt the other day and I was astounded to see the words "cross country" arranged in a crucifix on the front of the shirt (the words shared an o). Not an X, like to make the XC abbreviation, or a crossword or something, the shape that they supposedly put Jesus on. 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mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal">This day was a review day and quiz day in Chem 1, since there wasn’t too much for me to do with that, Mr. CT and I agreed that he would take the classes to give me time to write some presentations for us to use next week.<span style=""> </span>I didn’t even really see the AP Chem class. Some students came in during Advisory to ask for help, and I gave it.</p> <p class="MsoNormal">For the rest of the day, the only thing I can say is that writing new stuff is hard, I spent all day and I don’t think my sample problems are all that good.</p> <p class="MsoNormal">There was a lot of confusion expressed in the review sessions, it makes me a little worried about our classes.</p> <p class="MsoNormal">I held off on making the homework until after the presentation faced the slings and arrows of my fellow collaborators.<span style=""> </span>The presentations were essentially about how gas law problems can get difficult, computationally, so I thought of the most complicated gas law problems I could, with the idea that the team could cut out the stuff that was too much to throw at the kids.<span style=""> </span>This is what ended up happening at the collaboration, things got cut and simplified.<span style=""> </span>Ms. Bio has a way of going on like she’s trying to convince you of something even after you’ve agreed with her.<span style=""> </span>She was using this technique to try to keep from bruising my ego when making changes to the presentation, even though I was upfront with my desire for them to tear it apart so that I can learn what I can.<span style=""> </span>All things considered, little of substance was changed, just some streamlining and focus on a few specific kinds of problems.</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-66409252488997639862011-02-10T21:12:00.000-08:002011-02-10T21:16:02.314-08:00Day 8 - Thursday, January 27<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> 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name="Bibliography"> <w:lsdexception locked="false" priority="39" qformat="true" name="TOC Heading"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal">All the notes for this day were written one day later, so not only will the recap of this day be incomplete, it should be taken with a grain of salt with regards to accuracy.</p> <p class="MsoNormal">I spent the morning looking over the slides of the day.<span style=""> </span>I changed a slide that was an incomprehensible block of letters into several slides where most of it stayed the same except for a series of equations on the bottom.<span style=""> </span>I was attempting to show a derivation effectively on PowerPoint. Ultimately I came close, certainly closer than it was before I got to it, but I wasn’t able to use spatial positioning to hint at things like I can when I write out equations on the board.<span style=""> </span>In the future I will probably default to writing on the board, since I prefer it, it gives students time to copy down what I’m writing, and I can do those little spatial hints.<span style=""> </span>If I were to push for a PowerPoint derivation, I would use MathWrite or TeX or something.</p> <p class="MsoNormal">To be honest, I don’t remember much from AP. I was thinking about Chem 1 and trying to improve on the flubs of the day before.<span style=""> </span>Over lunch I hit on the idea of blocking out the boards and writing out a set-up assist on each.<span style=""> </span>For the PV=nRT board I had:</p> <p class="MsoNormalCxSpMiddle"><blockquote>P = Pressure =</p> <p class="MsoNormalCxSpMiddle">V = Volume =</p> <p class="MsoNormalCxSpMiddle">n = # of Moles =</p> <p class="MsoNormalCxSpMiddle">T = Temperature =</blockquote></p> <p class="MsoNormal">Already written out on the board, so that I could show the derivation of R. For the MM=DRT/P board I had:</p> <p class="MsoNormalCxSpMiddle"><blockquote>MM=</p> <p class="MsoNormalCxSpMiddle">D=m/V=</p> <p class="MsoNormalCxSpMiddle">T=</p> <p class="MsoNormal">P= </blockquote><br /></p> <p class="MsoNormal">Hooray for actually using the potential of 3 movable chalkboards!</p> <p class="MsoNormal">The actual process of teaching the lesson went quite well.<span style=""> </span>The second and third section of Chem 1 kind of ran aground on the rocks of the PowerPoint derivation.<span style=""> </span>Then again, second section actually erupted in questions, which astounded me given how they usually just keep quiet and soporific.<span style=""> </span></p> <p class="MsoNormal">It was hugely fun to get to a sample problem and be able to throw up a board for that problem.<span style=""> </span>It’s not in my notes, but I believe that today was the day I happened on the technique of inserting a completely black slide after displaying the sample problem so that I wouldn’t have to go and reach up awkwardly to turn off the projector to combat glare whenever I want to work a sample problem on the board, then go turn on the projector and wait a while for the lamp to warm up and display what I wanted to write.<span style=""> </span>This simplifies matters so much, and it’s not something Mr. CT had thought of before.<span style=""> </span>Yay for me being clever sometimes!</p> <p class="MsoNormal">I did mess up and flub an answer to homework when I multiplied instead of dividing, so the good comes with the bad.</p> <p class="MsoNormal">I talked with my Prof afterwards.<span style=""> </span>She had some good things to say, and I was apparently ahead of my classmates with getting out in front of the students. This was kind of surprising to me, since I thought that a lot of my classmates were getting into the classrooms before the first official day, unlike me. I guess I could find out more about this stuff if I checked the wiki, but unfortunately that’s just another website to follow competing for a limited amount of attention. I know I have to actually do stuff on it at some point, but I also have to sleep…</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-49428282273851170832011-02-10T17:18:00.000-08:002011-02-10T17:22:37.292-08:00Day 7 - Wednesday, January 26<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-US</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> 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0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal">During prep time we made explosives! Elemental iodine plus concentrated aqueous ammonia makes <a href="http://en.wikipedia.org/wiki/Nitrogen_triiodide">nitrogen triiodide</a>. Once it dries, BANG!</p> <p class="MsoNormal">AP – <a href="http://en.wikipedia.org/wiki/Molecular_orbital">Molecular Orbitals</a> today!<span style=""> </span>I love molecular orbitals because they start to hint at how wacky electrons are in the wild.<span style=""> </span>The example that Mr. CT, and apparently many books, uses to motivate the use of molecular orbitals is the magnetism of molecular oxygen.<span style=""> </span>O<sub>2</sub> is paramagnetic, which requires unpaired electrons, but the Lewis structures have every electron paired!</p> <p class="MsoNormal">I know this is an observation that has been made before, but wave-particle duality is a difficult concept to express, especially if you don’t have the mathematics background to work through the wavefunctions that can actually tell you what the electron is doing. I don’t know how well the class is following.</p> <p class="MsoNormal">We made the explosives to give a show at the end of this class, but discussion ran longer and the bell rang before we could set them off.<span style=""> </span>So Mr. CT set one off for the people that stayed around, but that meant we had circles of paper lining the room with explosive chemicals on them, so my job in Advisory period became to watch over the lab area to make sure students didn’t touch them while Mr. CT went to teach his ACT prep section.</p> <p class="MsoNormal">Chem 1 – It was my first time taking the whole period, and it was bad.<span style=""> </span>I was unfocused and flailing in 1rst and 2<sup>nd</sup> section.<span style=""> </span>In both of these I got to the last example problem of the slideshow anyways, which I consider more a testament to the lack of material in the slides than my great skill.<span style=""> </span>I tried deriving a formula and I could tell it was, at best, ignored and at muddied the water, so I dropped that in 2<sup>nd</sup> and 3<sup>rd</sup> section.<span style=""> </span>I realized later, when I was writing this all up, that every time I go to teach a dance class, no matter how planned it is or how many times I’ve taught it before, I get to the place at least a half hour early to get right in my head what I want to say and do.<span style=""> </span>This day I went right from lunchtime to teaching, and I think a key to preventing this in the future would be to stay in the classroom during the lunch hour so I can get a sense of the lesson and how it ties in with the room.</p> <p class="MsoNormal">I really don’t have a good grasp on how to handle 2<sup>nd</sup> section, they’re way to quiet and lethargic for me to get a sense of how well they understand me when I’m up in front of them.<span style=""> </span>I know when I watch Mr. CT teach them it’s because most of them are bored, but standing there in front of them the class feels like a giant nothing and I lose my own sense of pace.<span style=""> </span>I ask a lot of questions just so I can get something, anything out of them.<span style=""> </span>Contrast this with my dance classes, where all I have to do is to tell everyone to try the move I just showed, and it’s a quick visual check to tell whether everything is great or terrible.<span style=""> </span>When I’m good at a class format that is much closer to call-and-response, this lecturing to a room is not great for me. </p> <p class="MsoNormal">I think the ultimate solution for my teaching style is to use a different approach in the future.<span style=""> </span>Of course, with so much coordination going on and me still delivering the lesson plans that Mr. CT made, this isn’t yet an option.<span style=""> </span>So, the patch is to move faster than I feel is right on the principle that the class is just bored and not confused into speechlessness.</p> <p class="MsoNormal">2<sup>nd</sup> section did have some of the best questions, though.<span style=""> </span>One vague question lead to the topic of how the molar volume related to mixtures of gases (22.4 L contains one mole of gas particles, whatever they happen to be, at STP) and then the question was clarified to asking about how lighter molecules can exert the same pressure as heavier molecules at the same temperature (temperature is a measure of Kinetic Energy, which depends on both mass and velocity. Smaller molecules move faster at the same pressure, so hit just as hard on the surface of the container).</p> <p class="MsoNormal">3<sup>rd</sup> section was awesome. First we had to warn Maurice not to touch the papers in the back of the room. While setting up a demo I was asked if we were going to blow things up.<span style=""> </span>We weren’t for that class, but <span style=""> </span>Mr. CT was feeling puckish, apparently, and I set off one of the nitrogen triiodide papers, which had everyone excited.<span style=""> </span>The actual body of the class went well, too.<span style=""> </span>I had figured out what I wanted to say and how to day it, and this class is great for both responding to questions if I ask them and for asking questions of me if they do not understand something.<span style=""> </span>I finished the whole thing with 7 minutes left.</p> <p class="MsoNormal">It’s a little weird that I seem to take best to teaching the students that seem to be the least like myself.<span style=""> </span>I know that there are complicating factors going on, like how close to lunch the previous two sections are and me becoming more familiar with the material as the day goes on, but the students I relate best to are the ones who complain loudest about not getting it and talk back sometimes, most of whom are in the third section.</p> <p class="MsoNormal">Chem 2 – Significant Digits, my old friend, was the topic of this class. Not much for me to say.</p> <p class="MsoNormal">I asked Mr. CT for feedback yesterday, and I didn’t feel like I got anything specific.<span style=""> </span>This carried over to today, where I had obviously struggled quite a bit during the lesson.<span style=""> </span>When it comes to teaching these classes I want specifics: do this and don’t do that and when you say<a href="http://en.wikipedia.org/wiki/Eudiometer"> Eudiometer</a> try to enunciate more.<span style=""> </span>I’ve seen more guiding principles than I can shake a stick a stick at, this experience should be about the pile of practical things that need to be learned that haven’t even been hinted at in class. He did ask if I wanted him to take half of the next day’s lesson to give me a chance to recover, I pushed for taking the whole thing once more, I wanted another shot at getting things right. Also, my teacher for the accompanying course was coming the next day and I wanted to show her what I could do.</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-52140668086387341112011-02-08T20:44:00.000-08:002011-02-08T20:47:06.507-08:00Day 6 - Tuesday, January 25<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-US</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> <w:compatibility> <w:breakwrappedtables/> 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mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal">On this morning we spend the time setting up for make-up labs and making up molecular modeling sample sets for the AP kids to play with later.<span style=""> </span>Apparently the bio kids put together some organic molecules, glycine or glucose or what have you.<span style=""> </span>One of the plastic bags for a molecule was labeled sucrose, which is a big molecule to build out of a molecular modeling kit.<span style=""> </span>In addition to Ms. Bio’s handwriting on the label of “Sucrose (a disaccharide)” a student had written, in pencil, “I pity you.”</p> <p class="MsoNormal">We also set up a demo I was going to do later for the Chem 1 kids, showing how gas can be collected over water to justify the utility of Dalton’s Law of Partial Pressures.<span style=""> </span>I also ran it once to make sure I had seen it working once before debuting before the student, and to get a sense of how much zinc and acid I would need to provide a visible amount of gas to collect.</p> <p class="MsoNormal"><span style=""> </span>We got into a conversation about Mr. CT’s chemical spill stories.<span style=""> </span>Apparently while he worked in another school in the same area some student had broken into the Chem room and decided to play catch with a container of sulfuric acid.<span style=""> </span>The police had an easy time following them from the trail of shed clothing they left.<span style=""> </span>Unfortunately, the local fire departments are the ones who deal with chemical spills, so when they get to a chemical spill that is also a crime scene, they have to check up on the police officers that might have been walking through the spill to investigate the crime.<span style=""> </span>After checking to make sure they’re feeling alright, a good thing to check is the bottoms of shoes for damage.<span style=""> </span>Mr. CT also told the story of how he had to get the administration to call an evacuation of a school due to an unknown noxious gas.<span style=""> </span>It turned out to be a prank involving pepper spray in a garbage can that happened to be in the hallway by the chemistry rooms.</p> <p class="MsoNormal">We also finally got in the registry codes for the last thing that the student need to register for in Chem 2.<span style=""> </span>So I got one and registered as a student as a dry run, to make sure everything worked.</p> <p class="MsoNormal">AP – They did a molecular modeling lab today, working with the physical modeling kits to help get the geometry of different bonding structures in their heads.<span style=""> </span>One group asked what the electronegativity of xenon was, since it didn’t appear in the books they were using and they needed to know how polar the Xe-F bonds were.<span style=""> </span>Since I don’t know something like that off the top of my head, I pulled out my iPhone with the free version of The Chemical Touch and looked it up for them.<span style=""> </span>This prompted a comment of, “Oh, I like him!”</p> <p class="MsoNormal">Chem 1 – Today we reversed the roles we had yesterday, Mr. CT answered questions on the homework and I went through the lecture section, covering the combined gas law and Dalton’s Law of Partial Pressure. The fourth period didn’t have a whole lot of pre-lecture homework to go over due to working through Channel One time. Mr. CT went over the homework, highlighting some weirdness from the significant figures that got through. Then it was my turn!</p> <p class="MsoNormal">I had mucked around a bit to make the Power Point work better for me, but it was still someone else’s lesson plan in someone else’s teaching style.<span style=""> </span>I feel like when I’m on my own in the big, lonely world that the methods I will use will diverge sharply from the way that Mr. CT has set up his class.<span style=""> </span>However, Mr. CT’s methods seem to be working pretty well for him, so it will be nice to see what I can learn from a method that is outside my comfort level.<span style=""> </span>Anyway, today’s lesson had some algebraic derivations that wasn’t confident in how well they worked on Power Point, since it is much harder to use the spatial sense of the variable manipulations.<span style=""> </span>So I spent the time bouncing back and forth from the PowerPoint to the chalkboard, having to reach up and turn on or off the projector and bring up or down the screen.<span style=""> </span>I also realized I should have worked out the problems beforehand so that I knew all the answers and could speed up confirmations. The whole thing was a little awkward in ways I can definitely improve with preparation: working out problems beforehand and writing up different things to leave on the board to make for less writing during the class.</p> <p class="MsoNormal">The demonstration I gave of collecting gas over water went really well, and I think I got a fair bit of showmanship out of it.<span style=""> </span>I also handed out a chart that they were supposed to keep in their notes which consisted of the vapor pressure of water at different temperatures.<span style=""> </span>I hinted at things to come while doing this, drawing attention to the fact that, at 100 <sup>o</sup>C the vapor pressure of water just so happens to be 760 mm Hg, which just so happens to be atmospheric pressure! It seemed to fit and Mr. CT seemed to appreciate.</p> <p class="MsoNormal">The class ended with a bunch of free time for them to work on homework, which was a little awkward.<span style=""> </span>Mr. CT’s response to this was to work through the homework problems for longer in the next class.<span style=""> </span>I found that a little odd, but whatever.<span style=""> </span>I got the presentation aspects better in the subsequent classes.</p> <p class="MsoNormal">Chem 2 – I provided my computer to display some stuff to show the class, nothing I noted beyond that.</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-52094321402673391712011-02-07T21:10:00.000-08:002011-02-07T21:49:21.829-08:00Day 5 - Monday, January 24<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> 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talking about what roles I would play for the rest of the week. We decided that this day would start with me answering questions and collecting the lab for 10 minutes before the body of the class, which would be the standard Power Point + note taking. I’m speaking, of course, of Chem 1.<span style=""> </span>We still haven’t talked about when/if I’ll be the main dude in any of the two other classes.</p> <p class="MsoNormal">AP – It was during this class I realized exactly how much of a punster my cooperating teacher is. I’d rather not repeat the joke because it hurts me. Today was a lot more geometry, talking about molecules with more than one geometric center, bringing up cis- and trans- terminology and <span style="">σ</span> and <span style="">π</span> bonds.<span style=""> </span>It’s also at this point that I realize that today starts Spirit Week when I notice a large concentration of kids wearing pajamas. They even got all the way to talking about delocalized <span style="">π</span> bonds!<span style=""> </span>Electrons are fun!</p> <p class="MsoNormal">Advisory – Wait, we’re actually talking about Advisory Period?<span style=""> </span>Yes! This is the first time I actually witnessed the ACT prep that goes on in this time.<span style=""> </span>They work out of Barron’s ACT Prep books.<span style=""> </span>Mr. CT gives a science focus, and reminds the students that they don’t need to know any specific science, all the information to answer a question is carefully included in the statement of the question.<span style=""> </span>It seems the format for this is that Mr. CT has a specific class for 3 weeks, meeting twice a week (Mondays and Wednesdays), and then rotated on to a different class.<span style=""> </span>Mr. CT’s part for this time seemed to be in highlighting the parts of a proper experiment, with an introduction of the concept of a result being different <i style="">enough</i> from another result.</p> <p class="MsoNormal">Chem 1 – Today my role was to answer questions and point to some difficulties that seemed to commonly occur before they handed the worksheets in.<span style=""> </span>This meant I really didn’t do much, especially in the first section, where they had time to work on the write-ups during Channel One.<span style=""> </span>I got one question on what was meant by “shape.”<span style=""> </span>The rest of the time was Mr. CT lecturing on air pressure, like why we are not crushed by air pressure and why there’s no such thing as suction.<span style=""> </span>There were a lot of practice problems to give them a chance to work with pressure.<span style=""> </span>The question of what happens to you in space, when there’s no external air pressure to balance your internal pressures.<span style=""> </span>The movie answer is that you explode in some spectacular way, but the real answer is that your skin is strong enough to keep you all in one piece.<span style=""> </span><a href="http://imagine.gsfc.nasa.gov/docs/ask_astro/answers/970603.html">Here is NASA talking about the dangers of space.</a><br /></p> <p class="MsoNormal">2<sup>nd</sup> section apparently didn’t make much of an impression on me, no notes other than a reminder of the term, “Factor-label conversion.”</p> <p class="MsoNormal">The third section was much more interested in handing whatever lab they had in rather than listening to me talk about it more, which is a feeling I can sympathize with.<span style=""> </span>Maurice was showing off on the air pressure intro question.<span style=""> </span>The question had Mr. CT translating air pressure into psi, then doing a rough calculation of how much force is pushing into the palm of his hand (450 lbs) and making a show of lifting his hands against the 900 lbs of force!<span style=""> </span>Maurice had apparently seen this kind of thing before and was quick to jump on the right answers. </p> <p class="MsoNormal">Another good question: what keeps a boot stuck in the mud? The atmosphere!</p> <p class="MsoNormal">Chem 2 – Still doing intro stuff.<span style=""> </span>The community college course is a multi-front campaign, with homework assignments and quiz opportunities in several different places, so this is not too surprising.<span style=""> </span>However, Mr. CT did manage to make it into some of the slides from the college instructor.<span style=""> </span>They managed to get into the distinctions between Theory and Law and Hypothesis.</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-23878733572905009852011-02-04T09:02:00.000-08:002011-02-04T09:03:37.416-08:00Day 4 - Friday, January 21<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> 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priority="37" name="Bibliography"> <w:lsdexception locked="false" priority="39" qformat="true" name="TOC Heading"> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal">This day started with set up for day two of the lab that Chem 1 started on Day 3. This section needed water baths at four different temperatures: hot, lukewarm, cold and super cold.<span style=""> </span>The cold and super cold needed some ice to get to the proper temperature, since we don’t have a dedicated ice machine in the science area Mr. CT decided to use fresh snow from outside.<span style=""> </span>So, the day started with a nice little adventure where I stood by the door to let Mr. CT back in after his trips outside to gather snow in red buckets from Ms. Bio’s room.</p><p class="MsoNormal"> Other stuff from before classes started include finally getting my ID card and parking pass (which took all of 15 seconds, by the way) and getting a 3-ring binder to organize my copies of all the materials I would be getting and working on for these classes.<span style=""> </span>I also tried my hand at drawing a useful diagram on the board, and I realized that my board writing is much easier to read if I use the tactic of writing in all caps with the first letter larger than the others.<span style=""> </span>I also realized that I have no sense of how large my writing must be to be read by the room, and little sense of how small things have to be to fit comfortably on the board.<span style=""> </span>I expect these will improve in time.</p> <p class="MsoNormal">AP – The class is still working on bond geometry, and exploring how the geometry of the whole molecule determines whether the molecule is polar or not.<span style=""> </span>Today was more PowerPoint-assisted note-taking. I don’t know if I mentioned this before, but it seems that whenever Mr. CT asks a question, he ends up answering it himself.<span style=""> </span>This could just be my choice of observation location (right under the noisy heating system) that prevents me from hearing faint student answers, but it makes all the classes seem either lethargic or timid.<span style=""> </span>This is AP, where’s the hotshot that wants to answer everything?<span style=""> </span>From what I can tell from talking to Mr. CT, I think the class gets good AP scores, so I guess what he’s doing is working for him, but I guess I interpret a dead class as a bored class, and I don’t think bored is learning.</p> <p class="MsoNormal">Chem 1 – I did more today, proportionally!<span style=""> </span>On this day my task was to introduce the lab.<span style=""> </span>I demonstrated the procedures using the actual equipment, which seemed to work well. In the first class I neglected to tell them to avoid submerging a flask completely in the water baths, which turned out to be bad for proper data collection.<span style=""> </span>I also tried to tell the whole class about the use of a certain instrument, which consists of a long glass tube that has been sealed on one end and has a bead of mercury trapped in it. This turns out to be a mistake, only one person per group needed to know and we had to come around and re-educate all the groups individually.<span style=""> </span>Once measurement protocols were set, the actual gathering of data went smoothly.<span style=""> </span>Once kids got back to their seat and Mr. CT and I were circulating around, we noticed some odd approaches to graphing the data, and we tried to fix each individually before making a whole-class announcement about it.</p> <p class="MsoNormal">Second period went much like the first, but smoother.<span style=""> </span>This time I only demonstrated the use of the apparatus for Gay-Lussac’s law and had the groups choose a keeper of the Charles’s law tube to come up and receive direct instruction from me or Mr. CT.<span style=""> </span>This worked much better and got the groups out there in the lab faster and doing things in a more consistent way.<span style=""> </span>During the actual gathering of data, the class became deathly quiet.<span style=""> </span>When the kids came back to their seats, Mr. CT made an announcement about proper graphing in a science class and gave a brief blurb about why we can measure volume of trapped air with just the length of the trapped air column.<span style=""> </span>Later grading would show that this blurb would not stick with most of the students, unfortunately.</p> <p class="MsoNormal">Third period had my first contest of wills with a student, so yay?<span style=""> </span>Wanda wanted to sit in an absent student’s seat to be closer to Flora, and I asked her to move back.<span style=""> </span>After a few seconds of protest, she obliged me, so I guess I won?<span style=""> </span>It’s kind of odd to me for a student to listen to and do what I say simply because I am in the role of “Teacher.” Most of the time when I ask the students to do something, there’s a larger purpose behind it, what I’m asking them to do should(!) result in them learning something. Enforcing a seating chart is only me acting as lieutenant to Mr. CT and making my life a little easier. At the same time, what I should do if a student decided not to listen to me is the part of teaching that scares me the most, and the part I feel least prepared for.<span style=""> </span>The most I can do is plan to avoid those situations as much as possible, but I’ve only ever had vague sketches on how to do that. The fact that a minor skirmish in this cropped up today and I won was exciting at the time, but I’m troubled by how arbitrary it was.<span style=""> </span>The odd thing is I doubt it even made an impact in Wanda’s memories of that day.</p> <p class="MsoNormal">The actual function of the class was similar to the second class.<span style=""> </span>The structure of the pre-class instruction made the lab go very smoothly.<span style=""> </span>This class was oddly inclined to split up the group into Charles’s law people and Gay-Lussac’s law people and move around the room independently, sharing data at the end.<span style=""> </span></p> <p class="MsoNormal">This group was also more inclined to putting their hands in the hot and super cold buckets of water, so there’s that, too.</p> <p class="MsoNormal">Mr. CT and I gave the same after-lab advice and answered questions like the previous sections.</p> <p class="MsoNormal">Chem 2 – Today was an intro lab, having the students find their way around the laboratory.<span style=""> </span>I got to be the lab TA and tell them to keep their goggles on while they were in lab. Nothing too special for the actual class.</p> <p class="MsoNormal">There was something that I believe happened on this day, but I didn’t take notes on it so it could have been another day.<span style=""> </span>It seems very Friday in retrospect, so here is a good place for it. Shawn, a girl who had had some sort of illness that caused her to miss much of AP chem, was now in Chem 2, since that was a one-semester course with college credit attached.<span style=""> </span>I learned her name today by reminding her to put on her goggles during lab period.<span style=""> </span>Later she stayed after class to talk about Kelvin, since she had learned about a Kelvin color scale in photography and wanted to know if/how they were related. I didn’t know off hand, but from talking to her it turned out to be related through the black body radiation experiments that had puzzled physicists in Lord Kelvin’s time. <span style=""> </span>Her, myself and Mr. CT had a long conversation about that and the birth of quantum physics and accelerating expansion of the universe. It was the first time that kind of thing has happened to me in a high school setting, and it made me very happy.</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-2157220129526223322011-01-30T15:02:00.000-08:002011-01-30T15:14:07.870-08:00Treating Medical Students Like Children...Can sometimes create <a href="http://www.slideshare.net/tbplante/development-of-resistant-staphylococcus-aureus-over-time-v8-webhttp://www.slideshare.net/tbplante/development-of-resistant-staphylococcus-aureus-over-time-v8-web">awesomeness</a>. This comes to me via <a href="http://boingboing.net">BoingBoing</a>, which is where I learn of many nifty things, and it's a slideshow talking about MRSA in the style of a child's bedtime story. The little Staphylcoccus Aureus is far too cute, and it's a perfect summary of the evolutionary arms race between antibiotics-makers and bacteria.And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-88823766238726722382011-01-30T14:59:00.000-08:002011-02-01T22:11:47.296-08:00Day 3 - Thrusday, January 20<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> <w:trackformatting/> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:donotpromoteqf/> <w:lidthemeother>EN-US</w:LidThemeOther> <w:lidthemeasian>X-NONE</w:LidThemeAsian> <w:lidthemecomplexscript>X-NONE</w:LidThemeComplexScript> 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mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal">It snowed in the night before this day, which wasn’t a problem around The City, but around here there’s a lot of roads and not a lot of budget for snow removal.<span style=""> </span>This means the highway exit I take to go to Midwest High turns into a death trap if there’s any significant amount of snow.</p> <p class="MsoNormal">The today I spent the two prep periods having a long conversation with Mr. CT about his experience living and working in a rural area. It was really interesting to hear about his and his wife’s efforts to get a country house where his farmgirl wife could raise animals of her own.</p> <p class="MsoNormal">I also made a key for the homework that was to be made into a transparency, and we talked about some unevenness in the assignment and we talked about the use of multiple choice format to ask substantial questions.<span style=""> </span>We had some last minute moments of fixing calculators for use in a lab later.</p> <p class="MsoNormal">Midwest High has a single secretary through which a lot of the business of the school must go. She, in response, carries an intensity around her that is a little terrifying.<span style=""> </span>Mr. CT let on that some of this is an act, deliberately cultured as a way to exert control over her situation. As a result, any request a teacher makes of her will receive a completely unpredictable response; she might make it out like you asked her to sail the Pacific in a bathtub, or she might grant the request immediately with no fuss.<span style=""> </span>Often times she displays both responses to the same request in the same day. We can call her Queen Secretary to reflect her place in the school. I mention her because we had to seek her audience to see if we could:</p> <p class="MsoListParagraphCxSpFirst" style="margin-left: 0.75in; text-indent: -0.25in;"><span style=""><span style="">1.<span style="font: 7pt "Times New Roman";"> </span></span></span>Get transparencies</p> <p class="MsoListParagraphCxSpLast" style="margin-left: 0.75in; text-indent: -0.25in;"><span style=""><span style="">2.<span style="font: 7pt "Times New Roman";"> </span></span></span>Get my ID and parking pass so that I can be in the school legitimately</p> <p class="MsoNormal">We ended up getting <strike>both</strike> the transparencies<span style="font-weight: bold;"></span> with a minimum of fuss, but it could easily have gone the other way. <span style="font-weight: bold;">EDIT:</span> I just looked over my notes, and I don't get my ID and parking pass until the next day.</p> <p class="MsoNormal">AP Chemistry was talking about molecular geometries, first with the deviations from ideal bond angles due to the presence of lone pairs and then into classifying the geometries of expanded octet molecules. I’ve always liked the visual aspect of this part of chemistry, when you have to start thinking about the shape of things on the molecular level and how that creates the observable behavior of the material. I can understand the frustration that sometimes crops up, since the nerdy types that go for AP Chem tend to be more symbol-types than picture-types. </p> <p class="MsoNormal">We decided that I would go over some homework for the whole class in Chem 1 before we did the lab for that day.<span style=""> </span>I did some setup for the lab during lunch period.<span style=""> </span>The devices we were using at first appeared not to work, but they were fixed by just being very slow at each stage of boot up. I don’t understand how TI gets away with charging as much as they do for essentially the same calculators that they offered when I was in high school. </p> <p class="MsoNormal">The going over of the homework was nice for me, as I got to call on people and start to learn their names.<span style=""> </span>I also got to work on my skills with a projector, that old workhorse of education.<span style=""> </span>I most likely went far slower than the classes would prefer, which sucks but I’ll get better.<span style=""> </span>The second half of each class was spent in the lab with gas pressure sensors and syringes; I took the role of lab TA.<span style=""> </span>No one had any problem with the data collection aspect of the lab, but when it came time to do something with the data a lot of students seem to go off the rails.<span style=""> </span>I was surprised by the number of students that were confused by filling a data column with a label of 1/V when they already had a column of data they took that was labeled V.<span style=""> </span>I think it was Martha who interpreted the 1 as a lowercase L, which I kind of understand.</p> <p class="MsoNormal">Graphing data is problematic, with inconsistent axes and playing connect-the-dots with the data points running rampant.<span style=""> </span>Oftentimes different oddities would be displayed by different members of the same lab groups, which was quite odd with all the talking about what should be on the lab handouts that I heard.</p> <p class="MsoNormal">Chem 2 was more orientation style stuff, making sure everyone knows what is necessary to do well in the course.<span style=""> </span>I may have remarked on this before, but I’m not sure I’ll have that much to talk about with Chem 2 for the rest of my time.<span style=""> </span>It’s not even like Mr. CT is protective of it or something, it’s that the entire curriculum is already made and given to us to go through.<span style=""> </span>There isn’t much room for even Mr. CT to make more than minor changes to reflect the fact that the class <i style="">isn’t</i> being taught at a community college with a college-style laboratory to work in. I don’t even know if I’m allowed to take his place or whether that would invalidate whatever contract resulted in the dual-credit nature of the class.</p> <p class="MsoNormal">Last side note to end the entry: I find bold colors work really well on me, so while all the other teachers are kind of drab, preferring sweaters and khakis and the like, this day I was wearing a teal button-down shirt with black dress pants.<span style=""> </span>I got two compliments on the shirt, from Flora and Annette.<span style=""> </span><span style=""> </span></p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-70462269658042962682011-01-26T20:51:00.000-08:002011-01-26T20:52:32.053-08:00Day 2 - Wednesday, January 19<!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:trackmoves/> 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right, four-day week with a shortened day for the students).<span style=""> </span>The order becomes very weird, since fourth hour has to be lunch and lunch can’t be shortened.<span style=""> </span>Our prep time was spent putting together molecular models for the AP class with Coordination Numbers of 4, 5, and 6 (new stuff for them!)</p> <p class="MsoNormal">AP-Passed out the molecular models, letting the students trade amongst themselves.<span style=""> </span>Mr. CT had to explain why something with six bits connected to it would have a geometry called octahedral.<span style=""> </span>The other thing that stood out was showing how water had a tetrahedral electron geometry that resulted in its bent shape.</p> <p class="MsoNormal">Chem 1, Class 2 (told you it was weird) – Mr. CT stamped their worksheets from yesterday and new sheets were handed out.<span style=""> </span>We had a little online animation that we showed off to try to give kids a visual sense of KMT, and used it to try to guide the thinking in some of the sections.<span style=""> </span>They were to work on their own and were given no introduction.<span style=""> </span>It seems that lethargy may just be an endemic quality to this class, thought they were working on what was given to them.</p> <p class="MsoNormal">Chem 1, Class 3 – Same thing, but this time Mr. CT gives an introduction to the worksheet to the entire group. this class is definitely more feisty than the other Chem 1 classes.</p> <p class="MsoNormal">Lunch and Chem 1, Class 1 (unshortened!) – So there’s this thing that Midwest High does called Channel One.<span style=""> </span>The deal is that televisions have been provided, free of charge, to all the classrooms in exchange for ten minutes of the student’s day with their edutainment on.<span style=""> </span>It seems very strange to me, especially since the channel is supported by commercials.<span style=""> </span>I just can’t see a real benefit for anyone but Channel One on this deal, but that’s beside the point, since the school decided to use the televisions for their own purposes today.</p> <p class="MsoNormal">During the appropriate Channel One time (first 10 minutes of the fourth hour class) the school decided to show a video on Internet safety, produced by the students.<span style=""> </span>The whole thing made me kind of uncomfortable. I know I should make allowances for the faults that will inevitably be present in student work, that’s why it’s student work rather than master work, but I feel that if the school is going to show something to the entire school with the reasoning that the presentation will increase student safety, they should make a reasonable effort to make sure that the presentation actually does what is asked. I couldn’t see the video presented preventing more harm than it would cause if students took it seriously. Luckily (?), many kids ignored the video entirely like they do every Channel One program, so it was mostly a waste of time.</p> <p class="MsoNormal">If they did take the video seriously, they would find that the entire thing was geared towards telling the kids to protect themselves from creepy strangers that masquerade as teens.<span style=""> </span>There was a little bit about keeping privacy, but again still in relation to keeping away information away from these boogeymen.<span style=""> </span>The video wasn’t even good at its focus, warning of the dangers without providing a method of safely meeting new people online, which means it runs aground on the same rocks that sink abstinence-only education, warning away people from a very desirable, common and potentially very safe activity without providing a way to make it as safe as it can be. To me, though, the biggest flaw of the video was that it ignored completely the two most relevant dangers of the Internet to its audience: identity theft and online harassment/bullying/stalking.<span style=""> </span>Neither of these activities is done by the type of people that are caricatured in the video; identity theft is carried out by hacked computers owned by the Russian Mob, and harassment is done by people you know.</p> <p class="MsoNormal">So, to sum up: The video totally omits the biggest threats on the internet and insults the intelligence of the viewers with its treatment of the one danger of the internet it chooses to profile.</p> <p class="MsoNormal">Also: every aspect of <i style="">To Catch A Predator</i> is creepy, from Chris Hansen on down.</p> <p class="MsoNormal">After the early dismissal, all the teachers went through an evacuation preparedness session, which ended up being quite the waste of time and resources</p> <p class="MsoNormal">Apparently the rest of these days are designed to work on inter subject collaboration.<span style=""> </span>I managed to make myself useful in identifying a weirdness in the presentation, which we then cut out to smooth out the curriculum.<span style=""> </span>We also had a good discussion, but my brain had to break at the end of the day and I put my foot in my mouth over a thermodynamics unit convention. Of course.</p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0tag:blogger.com,1999:blog-2601525645712927810.post-35457715847021611392011-01-26T07:56:00.000-08:002011-01-26T07:57:44.421-08:00Now, in the presentIt will be way too long for my recaps to reach this point, so I had to say it now. 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mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> <p class="MsoNormal">Since we have the two prep periods to start the day, today started with just some conversation about how things were going to go today, today paired with some making of copies and segueing into conversations about personal life and teaching and anything. <span style=""> </span>It doesn’t usually happen that I would take notes of any of this, so I’ll leave the prep period out of my descriptions in the future unless something particularly unusual happens.<span style=""> </span>Since today was my first official day, I would get a proper introduction in front of the class.<span style=""> </span>I thought, with brevity the soul of wit and all, a very short introduction of myself, my name and what school I’m working out of, followed by a short question and answer session.<span style=""> </span>I thought opening up myself to any question would help me get to know each class by what they ask while they get to know a little about me.</p> <p class="MsoNormal">AP Chemistry – Only got a few questions here.<span style=""> </span>One was if I was going to be teaching the class.<span style=""> </span>I was diplomatic in telling them that I did not know the answer to this, since AP seems to be the crown jewel of Mr. CT’s chemistry classes and his goal is to build AP Chem into the juggernaut that AP Bio is at this school.<span style=""> </span>The other question I was asked was where I went to high school, and I explained I went to a high school in a town north of The City.<span style=""> </span>Mr. CT asked whether the south side was the bad side, and I had to explain that the south side has its positives, especially since Furious J comes from the south side.<span style=""> </span>The class itself wasn’t super exciting, going over the answers from the quest (that would be the portmanteau of quiz and test, not an epic journey) given at the end of last semester and then a lecture with accompanying Power Point on the <a href="http://en.wikipedia.org/wiki/VSEPR">VSEPR model of bond geometry</a>.</p> <p class="MsoNormal">Mr. CT didn’t have to do anything in advisory period this whole week, so this time was spent creating new seating charts for the other classes that suddenly had different rosters and showing me how the attendance software worked so that I could get another running start to knowing who the students are.</p> <p class="MsoNormal">I ate lunch with Mr. CT in the teacher’s lounge. I don’t tend to remember general goings on if I’m not taking notes, and I’m not going to take notes about lunch time, so this section is going to be pretty bare today and probably in the future unless something extraordinary happens.</p> <p class="MsoNormal">The<a href="http://ateacherseducation.blogspot.com/2011/01/last-preface.html"> schedule I posted earlier</a> shows that the next three sections are all Chem 1, which will be my bread and butter as the semester goes on.<span style=""> </span>The activity we were doing in all of them was a group activity worksheet about<a href="http://en.wikipedia.org/wiki/Kinetic_theory"> Kinetic Molecular Theory</a>.<span style=""> </span>There was no accompanying Power Point, students were just supposed to work through the questions and fill out answers using the information they brought to the class and their reasoning skills.<span style=""> </span>But first, new seats had to be assigned!<span style=""> </span>So for each class at the beginning, Mr. CT announced that there would be a new seating chart and so, while the class stood around, he would move to each desk, look over to me, and I would announce the name of the student sitting at that desk from reading off the seating chart previously prepared by Mr. CT.<span style=""> </span>This helped me a lot with getting at least a few names in my head.</p> <p class="MsoNormal">Class 1 – This class didn’t ask many questions about me, though one student ended up walloping me with, “what is your favorite childhood memory?” Other than that oddity, the introduction ended up very short.<span style=""> </span>When the class was given the packets and let loose, they self-organized largely around the lab benches when told they could work together.<span style=""> </span>This means they largely formed groups of 4, talking around the lab tables. This method made the room a little on the loud side, but with them up I was easily able to walk up and see what they were doing, and they frequently asked questions as me and Mr. CT came around.<span style=""> </span>There was one question in particular that many groups got a little stuck on, having to do with a container that can freely expand (not a common thing to encounter, even balloons tend to be under pressure from the stretching).</p> <p class="MsoNormal">Mr. CT and I had a talk after this first class to see how things went.<span style=""> </span>I think we had a difference of opinion on the quality of learning from the class.<span style=""> </span>I, used to teaching dance classes where noise and self-direction are the norm, thought the students were doing well based on the frequency with which they asked questions of us and the speed that the groups were finishing their packets.<span style=""> </span>He was concerned with the amount of socialization that he observed and was concerned with knowing whether students were learning from each other or copying off each other.<span style=""> </span>We thought we would make an impromptu experiment of it, and set the rules for doing the worksheet differently for each class and see how the process goes.</p> <p class="MsoNormal">Class 2 – This class I volunteered some information for the class, but I could tell their hearts weren’t in the introduction much.<span style=""> </span>This time Mr. CT specified to stay in their area and work with the people around their desks and to stay quiet.<span style=""> </span>He also made a point of going over the first page of the packet thoroughly as a class after they had worked on it for a while. This class never had questions for us, which I found particularly strange given the sheer quantity of questions that the last class had for us. I even came up with a list of guesses for why that might be so:</p> <p class="MsoNormal"><span style=""> </span>They don’t know questions can be asked</p> <p class="MsoNormal"><span style=""> </span>They already know the answers</p> <p class="MsoNormal"><span style=""> </span>They don’t really care enough to address problems</p> <p class="MsoNormal"><span style=""> </span>They want to do it themselves, regardless of difficulty</p> <p class="MsoNormal"><span style=""> </span>They ask a neighbor first, then they figure it out.</p> <p class="MsoNormal">No real evidence for any of these, just hypotheses for an unusual phenomenon.</p> <p class="MsoNormal">Class 3 – This class is quite the feisty class, most of which is carried by one student, Flora (remember, not her real name).<span style=""> </span>This class asked many, many questions in the Q & A session, including a grilling by Flora of what I knew about Furious J, to test me I suppose.<span style=""> </span>Mr. CT actually had to cut the questions off so that we could get to the actual business of the class.</p> <p class="MsoNormal">This time Mr. CT specified that they had to work by themselves.<span style=""> </span>This class is much more prone to asking questions than class 2, creating a third hypothesis: Class 2 is in a food coma from lunch, class 3 finally has energy. Mr. CT again had a catch to go over the first page to make sure everyone was in agreement on the first page.</p> <p class="MsoNormal">Chem 2 – Today was an orientation day for this class, since it was the first day of the semester, due to the dual-credit nature.<span style=""> </span>The only thing I really remarked here was the class featured 11 people, only one of them male.</p> <p class="MsoNormal">After classes ended we headed over to Ms. Bio’s room to talk about things.<span style=""> </span>We divided up work for the next few weeks, and it turns out that the creation of handouts and lectures for the next few days fell to them.<span style=""> </span></p>And!http://www.blogger.com/profile/12250235673260934152noreply@blogger.com0