Thanks so much, Veena, for typing all the out for me to rejoice over! Now you have it where you can find it again. Isn't it wonderful how much good sense students have about teaching and how they want to be taught. Your questions to them were good and their responses are so real and supportive. Well done to collect comments before the last day this Friday.
I'll have to print that list and go over it carefully--interesting how several picked our your diagrams and one mentioned the blueprint!
WELL DONE--enjoy the last 3 days, I hope it helps to have a better sense of what this group of students is thinking about your work with them. Did you show this to your associate?
Yours,
tom
Monday, March 7, 2011
Student Feedback
I thought I better take this opportunity of spending so much time with these wise teenagers to get some feedback on my teaching. I gave out small cards with once sentence on each side. Here are the results from the two classes today-- on the left of the slash is what each enjoyed and to the right is their advice for my future as a teacher.
The aspects of the lessons and teaching style that I found most useful and enjoyable were... / Here's what I thought could be improved in order to enhance my learning...
-your explanations and diagrams, good pace speaking / no quizzes
-nice legible writing on the board / reach for the stars
-your explanations and diagrams make good sense / drop the quizzes
-clearly and creative, saying the important points several times, explaining slowly
-very knowledgeable, always makes eye contact, lets everyone answer / needs to take more time going over lesson
-nice, we can ask questions freely, not a boring class / talk louder, write better on the board, explain things better
-everything / be louder and more clear, write more clearly
-cool teacher, good explanations / more confidence
-blueprints in the beginning of the lesson, nice introduction / sometimes messy handwriting, hard to read at times
-everything / too many mini quizzes, we've learned too many lessons in few days
-the examples and diagrams you gave, and the sheet you drew showing all the equations with waves / not too much, but real-life application examples of the physics you're teaching are always good
-explains well, nice, good blueprints / messy handwriting
-not tons of words, diagrams = good
-participativeness, you ask us lots of questions getting us to answer making us more alert / ask specific people not class as a whole
-optimistic, happy to teach, motivated / putting the sentences in notes in, more clear terms, hard to understand what you're trying to say
-when you took time to explain each question a student would have, I thought you were a great teacher despite the lack of experience, thank you for being so helpful when I asked for help during the dynamics lab / not much, you were great!
-demos (you should spend more time on them as a cooldown for classes) / you get flustered easily, be a little more casual with questions and deflect them towards the lesson as they will probably be answered eventually
-the many diagrams, the chart provided for wave unit, neat writing-easy to understand / too many arrows makes a diagram hard to see, preferably a slightly more organized structure for lesson plan because examples and the "main note" should be clearly separated, too much info at once, too fast as well
-your diagrams and practical applications shown while teaching were well done / talk louder and write neater
-very knowledgeable, good with explaining the math behind things / could improve explaining ideas, could be more interesting
-I (heart) miss kumar! she should teach physics here! she explains well, talks in a way I can understand
-the explanations and boardwork were very clear, a very nice teacher
-clarity, tone / slower
-positivity and overall presentation, patient and understanding / slow down and make sure class truly understands, more examples, please don't assume we understand or follow a certain step
-I liked your teaching style, your diagrams / talk louder, explain lesson in more depth
-knows what she is talking about and has a deep understanding of each lesson / I'm fine with the way you teach
-went over what would be taught first, a detailed lesson / don't second guess yourself
The aspects of the lessons and teaching style that I found most useful and enjoyable were... / Here's what I thought could be improved in order to enhance my learning...
-your explanations and diagrams, good pace speaking / no quizzes
-nice legible writing on the board / reach for the stars
-your explanations and diagrams make good sense / drop the quizzes
-clearly and creative, saying the important points several times, explaining slowly
-very knowledgeable, always makes eye contact, lets everyone answer / needs to take more time going over lesson
-nice, we can ask questions freely, not a boring class / talk louder, write better on the board, explain things better
-everything / be louder and more clear, write more clearly
-cool teacher, good explanations / more confidence
-blueprints in the beginning of the lesson, nice introduction / sometimes messy handwriting, hard to read at times
-everything / too many mini quizzes, we've learned too many lessons in few days
-the examples and diagrams you gave, and the sheet you drew showing all the equations with waves / not too much, but real-life application examples of the physics you're teaching are always good
-explains well, nice, good blueprints / messy handwriting
-not tons of words, diagrams = good
-participativeness, you ask us lots of questions getting us to answer making us more alert / ask specific people not class as a whole
-optimistic, happy to teach, motivated / putting the sentences in notes in, more clear terms, hard to understand what you're trying to say
-when you took time to explain each question a student would have, I thought you were a great teacher despite the lack of experience, thank you for being so helpful when I asked for help during the dynamics lab / not much, you were great!
-demos (you should spend more time on them as a cooldown for classes) / you get flustered easily, be a little more casual with questions and deflect them towards the lesson as they will probably be answered eventually
-the many diagrams, the chart provided for wave unit, neat writing-easy to understand / too many arrows makes a diagram hard to see, preferably a slightly more organized structure for lesson plan because examples and the "main note" should be clearly separated, too much info at once, too fast as well
-your diagrams and practical applications shown while teaching were well done / talk louder and write neater
-very knowledgeable, good with explaining the math behind things / could improve explaining ideas, could be more interesting
-I (heart) miss kumar! she should teach physics here! she explains well, talks in a way I can understand
-the explanations and boardwork were very clear, a very nice teacher
-clarity, tone / slower
-positivity and overall presentation, patient and understanding / slow down and make sure class truly understands, more examples, please don't assume we understand or follow a certain step
-I liked your teaching style, your diagrams / talk louder, explain lesson in more depth
-knows what she is talking about and has a deep understanding of each lesson / I'm fine with the way you teach
-went over what would be taught first, a detailed lesson / don't second guess yourself
Thursday, March 3, 2011
Amazing!
I've been trying all day to make time to respond to you Veena. That was one of the most intriguing accounts I've ever seen of a practicum day. It says a lot about the respect the students have for you that they were forgiving and so helpful, right down to that parting comment. gives you faith in humanity!!
I'm very grateful to you for sending that when you must feel exhausted--hopefully it felt good to record it. I hope you manage to catch up on sleep this weekend!
One week to go and then you can SLEEP!
Yours,
Tom
I'm very grateful to you for sending that when you must feel exhausted--hopefully it felt good to record it. I hope you manage to catch up on sleep this weekend!
One week to go and then you can SLEEP!
Yours,
Tom
Wednesday, March 2, 2011
Who *really* helps who?
The formula I included in my lovingly drawn concept map "cheat sheet" for the wave unit was wrong. n did not refer to the number of loops when it came to an air column with one end open, the plus was supposed to be a minus, and so... the practice problems were going slightly awry. I was really low on sleep and it was crazythursday- four periods in a row, alternating between math and physics.
I was very tired, got a bit muddled, almost tripped on the leg of a portable screen and later, as the students were leaving, knocked down the string from the standing wave demo and the clamp came tumbling down in beautiful synchronicity with my state of being.
One period earlier in math class, I announced to the students that we were now going to get out our pencils and notebooks and start *stretching* the graphs. I mean, sketching the stretches. Shifting the skretches, munching the functions and scrunching the compressions. One girl in the front smiled kindly as I fumbled.
Back in physics.... the students helped me through my confusion with great and exhausting energy. We changed n to represent the harmonic number so that it was consistent for all the standing wave formulae, the plus became a minus. It felt like for the first time they really *understood* what had been going on all this time as I was dancing up there in front of class excited about my presentations of concepts... not because I did anything to help them, but because I needed their help. One student seemed even more excited than usual through the confusion: This is what real science is about! he exclaimed as I follied and sorried... All of us working together to find a solution!
The bell rang and as the clamp came tumbling down onto the floor, I mumbled, Sorry... it's been a clumsy kind of day, and as Ricky passed me on the way to the door he said: Don't worry, Miss. It happens to all of us sometimes.
I was very tired, got a bit muddled, almost tripped on the leg of a portable screen and later, as the students were leaving, knocked down the string from the standing wave demo and the clamp came tumbling down in beautiful synchronicity with my state of being.
One period earlier in math class, I announced to the students that we were now going to get out our pencils and notebooks and start *stretching* the graphs. I mean, sketching the stretches. Shifting the skretches, munching the functions and scrunching the compressions. One girl in the front smiled kindly as I fumbled.
Back in physics.... the students helped me through my confusion with great and exhausting energy. We changed n to represent the harmonic number so that it was consistent for all the standing wave formulae, the plus became a minus. It felt like for the first time they really *understood* what had been going on all this time as I was dancing up there in front of class excited about my presentations of concepts... not because I did anything to help them, but because I needed their help. One student seemed even more excited than usual through the confusion: This is what real science is about! he exclaimed as I follied and sorried... All of us working together to find a solution!
The bell rang and as the clamp came tumbling down onto the floor, I mumbled, Sorry... it's been a clumsy kind of day, and as Ricky passed me on the way to the door he said: Don't worry, Miss. It happens to all of us sometimes.
Thursday, February 24, 2011
Four classes
I really appreciate your sharing your great day with me, Veena. It is truly a joy to see you enjoying yourself so much.
One exciting feature of teaching is figuring out a concept for yourself before you teach it, and it's almost magical when you can use that excitement to help students sort it out for themselves. I'm sure you will always remember that moment and its payoff! I'm so pleased that you could identify and respond to the students need to see a node for themselves!!
And when you can get your teaching in two different subjects to complement each other, it's another big bonus. No wonder you feel so positively about the day!!
I hope you have many more such days in the next 2 weeks. Do you think it helped that your associate wasn't there so you weren't being watched in quite the same way?
Yours,
tom
One exciting feature of teaching is figuring out a concept for yourself before you teach it, and it's almost magical when you can use that excitement to help students sort it out for themselves. I'm sure you will always remember that moment and its payoff! I'm so pleased that you could identify and respond to the students need to see a node for themselves!!
And when you can get your teaching in two different subjects to complement each other, it's another big bonus. No wonder you feel so positively about the day!!
I hope you have many more such days in the next 2 weeks. Do you think it helped that your associate wasn't there so you weren't being watched in quite the same way?
Yours,
tom
a first: four classes back-to-back
Today was an important day... I taught four classes back-to-back and my associate teacher was away ill. For Physics Grade 11 we covered wave interference and superposition, leading up to the formation of standing waves. After an introduction, some brief examples of superposition when two waves meet, and a step-by-step diagram of node formation through the meeting of a crest and a trough of equal magnitude, I showed a simulation: http://www.walter-fendt.de/
This simulation really helped me to understand particle motion vs. wave motion and visualize a wave reflecting back on itself. It was a pleasure to share something with students that had given me insight into a concept..... it seemed to be working for them too... I heard some "Oh!"s ripple through the class.
We ended the class with talking about harmonics and demonstrating standing wave formation on a string attached to a vibrator (weights hanging on the other end to keep it fixed). We increased the frequency of vibration to find the fundamental, first, second and third harmonics. A number of students needed to see a node for themselves to really believe that there were points that remained perfectly stationary throughout the interference.
In Grade 11 Math we introduced periodic behaviour, talked about the periodic nature of trig functions and manually sketched some graphs of sine x and cosine x. I thought it would be too simple and they would get bored really quick, but both classes seemed engaged by the exercise. It's hard to know what students know, what holds their interest... it's often surprising. Tomorrow we move on to transformations of trig functions.
It's neat how we are covering periodic behaviour in both physics and math right now. I see some of the same students in both classes, and they bring up concepts and ideas that we talked about in the other subject... that's a great feeling.
This simulation really helped me to understand particle motion vs. wave motion and visualize a wave reflecting back on itself. It was a pleasure to share something with students that had given me insight into a concept..... it seemed to be working for them too... I heard some "Oh!"s ripple through the class.
We ended the class with talking about harmonics and demonstrating standing wave formation on a string attached to a vibrator (weights hanging on the other end to keep it fixed). We increased the frequency of vibration to find the fundamental, first, second and third harmonics. A number of students needed to see a node for themselves to really believe that there were points that remained perfectly stationary throughout the interference.
In Grade 11 Math we introduced periodic behaviour, talked about the periodic nature of trig functions and manually sketched some graphs of sine x and cosine x. I thought it would be too simple and they would get bored really quick, but both classes seemed engaged by the exercise. It's hard to know what students know, what holds their interest... it's often surprising. Tomorrow we move on to transformations of trig functions.
It's neat how we are covering periodic behaviour in both physics and math right now. I see some of the same students in both classes, and they bring up concepts and ideas that we talked about in the other subject... that's a great feeling.
Friday, February 18, 2011
a simple harmony & transformations
this past week's physics topic: SHM, shhhhhhmmmm.... simple harmonic motion.
this past week's math topic: review of sine and cosine law, identities, the *ambiguous* case... transformations of trigonometric functions.
I had a long chat with my associate teacher in the work room on thursday. Mid-way through what was turning out to be a good week of first classes, she made me believe in myself as a person and as a teacher (the latter, for the first time). Something shifted, some inner resistance of mine broke down, and the last two classes of the day felt profoundly different- I relaxed into myself, the students felt it (I am sure) and we all enjoyed ourselves, as people in a room, being together, discussing, doing, learning.
Did I mention that I believe in angels? (and angles, too. unknown ones.... waiting to be figured out)
this past week's math topic: review of sine and cosine law, identities, the *ambiguous* case... transformations of trigonometric functions.
I had a long chat with my associate teacher in the work room on thursday. Mid-way through what was turning out to be a good week of first classes, she made me believe in myself as a person and as a teacher (the latter, for the first time). Something shifted, some inner resistance of mine broke down, and the last two classes of the day felt profoundly different- I relaxed into myself, the students felt it (I am sure) and we all enjoyed ourselves, as people in a room, being together, discussing, doing, learning.
Did I mention that I believe in angels? (and angles, too. unknown ones.... waiting to be figured out)
Saturday, December 11, 2010
India's Right to Education (RTE) Act
http://subirshukla.blogspot.com/2010/09/why-are-you-imposing-freedom-on-me.html
http://subirshukla.blogspot.com/2010/09/right-to-teach.html
I've been reading about it.
I'm arranging to do my alternate practicum at an international school in Bangalore. Doing research on the school, I realize how hard they, and other schools like them, are fighting to absolve themselves of responsibility for complying with the Act's directive to admit a quota of students from underprivileged backgrounds (within a certain radius of the school).
I've been thinking a lot of about public education (which I deeply believe in... and then barely survived my practicum in) and private schools (where I had a marvelous experience with all the happy children and teachers.... in our beautiful little bubble)
http://subirshukla.blogspot.com/2010/09/right-to-teach.html
I've been reading about it.
I'm arranging to do my alternate practicum at an international school in Bangalore. Doing research on the school, I realize how hard they, and other schools like them, are fighting to absolve themselves of responsibility for complying with the Act's directive to admit a quota of students from underprivileged backgrounds (within a certain radius of the school).
I've been thinking a lot of about public education (which I deeply believe in... and then barely survived my practicum in) and private schools (where I had a marvelous experience with all the happy children and teachers.... in our beautiful little bubble)
Tuesday, December 7, 2010
GREAT reading
Greetings from Santiago, Veena, and thanks for some excellent reading. Truly an amazing teacher you are with, what a complete night and day contrast from your first associate.
I wonder if some of the pressure comes from knowing, subconsciously, that you can NEVER be as good as she is (not this year anyway). I´m just so very pleased that you have such a fine example of what good physics teaching can become. You will find your own ways to excel.
http://aweekinsantiago.blogspot.com/
Yours,
Tom
I wonder if some of the pressure comes from knowing, subconsciously, that you can NEVER be as good as she is (not this year anyway). I´m just so very pleased that you have such a fine example of what good physics teaching can become. You will find your own ways to excel.
http://aweekinsantiago.blogspot.com/
Yours,
Tom
Monday, December 6, 2010
Reflecting on my Second Practicum
Observations:
- From what I've seen, the school I'm at - a private school - is a fully functional, happy place, where teachers teach well and kids thrive. There is a class limit of 19, and the teachers always smile and engage with you if you walk down the hall. Students are playful and respectful.
- My physics associate teacher has a deep knowledge and love of physics, which I can see - and she has told me explicitly - is the key to her teaching philosophy. Knowing her physics well allows her to take it to creative places, be in the moment with it, and respond to student comments in an insightful and fun way.
- The lesson has a clear structure (even if it's a practice lesson, where students are working on problems from a worksheet) that she states at the beginning of the class explicitly, "Today's lesson is about ___. The main purpose is to understand...." and she always concludes the lesson restating the purpose. "So the purpose of today's lesson was to...." Often she ends with, "I really hope you enjoyed today's lesson."
- If the period is a teaching period, she starts it off with an introductory analogy related to daily life to bring the concept to life, be it related to cars or bouncy balls. She has simple objects at hand - like balls (momentum), beakers and test tubes (hydrostatic pressure) that she can just grab when a teachable moment arises.
- Her problem solving on the board is extremely clear and well-structured, she makes use of fun drawings with coloured chalk, and different colours for different kinds of forces. Moons and satellites are given characters and personalities. The earth is an evil dragon that traps the princess satellite in its orbit. Can she escape? Will a prince meteroite come and save her?......onto the formula for escape velocity...
- The class is a social environment. Students are allowed friendly chatter, but when it starts to get too loud and distracting she says a few simple words and the room hushes and heads are down. There is a great deal of respect for her authority. When it seems there is an energy in the room - for example about how many exams there are in the last week of school - she creates a vent for it before moving on: "Okay... it seems that this is really on your minds. Let's go around and see what the most stressful aspect of this last week is for everyone..." then back to the topic. Or she will tell a story, or a student will tell a story about something that's happened to them, and all will be fully involved in that, and then "Ok. That's enough side talk for now. Let's get back to work."
- For her last two spare periods, she scheduled past students, now in university, to come in to discuss the fluid dynamics that they were not understanding from their current professor. It seems like a true pleasure to her.
- She's a smart-marker, with clear answer keys defining knowledge, application and thinking marks. Marks are only taken off for aspects that are missing, and students understand what the difference between knowledge/ application/ thinking are, and talk about the improvements they need in this language. The rubric for marking a detailed lab report makes a daunting task almost simple.. the key concepts are clearly identified, the report has a logical structure that must be followed, and weightings are attached to each. Beside each section on the marks sheet that the students receive is a column called "Reason" where the reason for that mark being taken off is explained.
- Observing a great teacher, that's for sure.
- Using her model for a lesson to inform and improve mine (I never really had one, to be honest... it's still in its infancy of formation)
- Learning to clearly think of my purpose for the lesson, and to clearly state it to the students.
- Learning to present information in a way that students can take clear notes from. Learning how to make better use of the board, coloured chalk, and improve clarity in problem solving examples.
- Interacting with students A LOT in class. The students in this school like to interact, engage, and participate. They like to question, test and, in one of the classes I'm in, just throw out random comments just to say something :) They have me running all over the place trying to address all their concerns about the content sometimes. Today was definitely one of those days! I think I could have been clearer in how I presented the material the first time, but honestly was not feeling as crisp as I would have liked.
- Learning to better direct the enormous energy of a group of students learning new material/ students at the end of the day who are generally engaged, but are kind of tired and just want to chat.
- Strategies to keep them on task when we're not doing work together as a class on the board (a pop quiz did work...)
- Practice with that whole "assessment for learning" stuff... (their pop quiz showed that some key concepts had not been understood by many)..... and how to get them to do that necessary after-school review if concepts are to really sink in?
- Review of physics concepts for myself. It's been great fun reviewing the stuff I've had to in order to prepare for the lesson and the barrage of questions.... but I need familiarity with the whole curriculum in order to link concepts and build on them. That all takes time, practice, and teaching, I guess.
- Oh! I almost forgot a big part of my needed improvement. I need to learn how to RELAX. Being this tense and anxious about everything just drains energy that could be much better used. My associate actually told me to just sit back and have a tea during one period... I think I wear my over-thinking about things on the outside.................
Thursday, November 25, 2010
third law
I had to do a lot of leaning on walls, watching items at rest, and drawings of cars and apples to feel even somewhat up for the task.... the colourful markers really helped!
My new associate teacher has a heart of gold and a mind of steel, and gave me a ton of constructive feedback that I will work hard to put into practice in the next couple of weeks. I couldn't have dreamed of a better physics placement...
Tuesday, November 23, 2010
How to Teach Math as a Social Activity- Edutopia Video
Becoming more caring, socially-responsible human beings goes hand in hand with becoming better mathematicians/ scientists/ artists/ musicians/ electricians/ whatever! I love it.
http://www.edutopia.org/math-sel-video
I'm looking forward to starting my second practicum tomorrow.
http://www.edutopia.org/math-sel-video
I'm looking forward to starting my second practicum tomorrow.
Wednesday, November 10, 2010
Making the Abstract Concrete
I was reading "What Expert Teachers Do" by John Loughran the other day and, like one of the teachers in the book, could not model the synchronous rotation of the moon in my head. It just wouldn't all rotate and revolve like it was supposed to. I had to look it up:
Synchronous Rotation of the Moon
It's very difficult to understand many physical concepts without a simulation. I couldn't wrap my head around the abstract idea of synchronous rotation of the moon until I saw it with my own eyes. (to answer the question "why do we always see the same face of the moon?") Sure, it now seems "so obvious".. once you've crossed the bridge you can't go back, but we need a bridge in the first place!
Synchronous Rotation of the Moon
It's very difficult to understand many physical concepts without a simulation. I couldn't wrap my head around the abstract idea of synchronous rotation of the moon until I saw it with my own eyes. (to answer the question "why do we always see the same face of the moon?") Sure, it now seems "so obvious".. once you've crossed the bridge you can't go back, but we need a bridge in the first place!
Group Dynamics
Thanks for pointing me to that article, Veena--it may be 20 years old but it's certainly very relevant. I really like the way you have allowed it to guide and focus your thinking!
One of the challenges of being a teacher candidate is that you have so little opportunity to influence positively the group dynamics. And despite the best of intentions, it's often hard to "get it right" in your first year of teaching, partly because the moves really exist only in theory until you start to enact them and partly because very little plays out as we would like it to on the first try (but don't give up!--I'm sure you wouldn't!).
Having read all that, I wonder what you think about the group dynamics in our physics class. I'm sure you notice differences from class to class. Can you pinpoint which teachers' actions have affected group dynamics positively or negatively?? Are there any issues we should be discussion in physics about group dynamics, specifically or generally??
I like your questions and I love the clarity of your statement that "I don’t want students to have to try to learn in a war zone."
THANKS
Tom
One of the challenges of being a teacher candidate is that you have so little opportunity to influence positively the group dynamics. And despite the best of intentions, it's often hard to "get it right" in your first year of teaching, partly because the moves really exist only in theory until you start to enact them and partly because very little plays out as we would like it to on the first try (but don't give up!--I'm sure you wouldn't!).
Having read all that, I wonder what you think about the group dynamics in our physics class. I'm sure you notice differences from class to class. Can you pinpoint which teachers' actions have affected group dynamics positively or negatively?? Are there any issues we should be discussion in physics about group dynamics, specifically or generally??
I like your questions and I love the clarity of your statement that "I don’t want students to have to try to learn in a war zone."
THANKS
Tom
Further on my last post: Group Dynamics in the Classroom
I read an online journal article that I accessed through the Queen’s library server called “Fostering Positive Race, Class, and Gender Dynamics in the Classroom” by Lynn Weber Cannon in a 1990 issue of Women’s Studies Quarterly. Though the article is more than a decade old, I found that it provided some good entry points for me to consider the experiences of my first practicum as they relate to group dynamics. While the discussion in the article identifies race, class and gender explicitly, I have considered differences in broader terms in my analysis below. I used quotes from the article to start off reflection on my experiences.
Resource:
“Fostering Positive Race, Class, and Gender Dynamics in the Classroom”, Lynn Weber Cannon, Women's Studies Quarterly, Vol. 18, No. 1/2, Curricular and Institutional Change (Spring - Summer, 1990), pp. 126-134
Published by: The Feminist Press at the City University of New York, http://www.jstor.org/stable/40004032
“When I started teaching, I was reluctant to address the emotionally laden content of the classroom. But over time, I gave more and more attention to classroom interaction, which, like all group interactions, is structured by inequalities of power among the participants. They are not random, haphazard, or out of the control of the teacher. Our behaviour as faculty members and the way we structure our courses play major roles in the nature of classroom interactions as they unfold throughout the semester: they mimic, reproduce, and with creative management can interrupt, the normal hierarchies of society.”
The importance of understanding the classroom dynamic was made very clear to me the first time I tried to do some group work with the Grade 12 College Math students. I had assumed a feeling of community that just wasn’t there. A random grouping method was met with violent opposition, revealing deep divides between the groups of students who sit in different corners of the classroom working together during regular class periods. Some students didn’t know each others’ names even though they had been sharing a space with each other every weekday for over an hour since the start of semester. They had been used to coming in as separate individuals, working alone or with their friend beside them, and leaving the class (as quick as they could, because this was not a class they seemed to look forward to in any way).
I now feel very strongly that the start of the semester should include dedicated time for a series of community-building activities among class members (and the teacher). I want to teach in a learning community, I don’t want students to have to try to learn in a war zone.
“I believe that an ability to critique the social environment should be at the core of what all of the social sciences convey to their students. It is through this type of analysis that students will learn to act intelligently to shape their own future.”
I spent my first practicum in a math classroom not a social science one, but I think the above statement applies to any learning environment. To think critically- about the social environment, about the materials we are using in class, about the way they are being assessed, about the type of activities we engage in – makes for an engaged student who is being allowed to mature and grow emotionally and intellectually in a supportive environment. By shutting down these types of important discussions - something I experienced with associate teacher – I think something vitally important was lost for the sake of “quiet and getting back on task”. What task could be more important? I think that as teachers, we need to make an effort to learn how to guide these discussions rather than shut them down. Not an easy task! But a worthy challenge.
“I make a special effort to encourage and reward students for working together to accomplish assignments, including preparation for graded tests. This is done to reinforce the working-class and racial ethnic value typically places on group cooperation for group gain, and to contradict the value placed on individual competitiveness in the “normative” classroom environment.”
It is very rewarding to see students working harmoniously with their peers, helping each other to learn, and encouraging each other with the material. I saw a lot of this occurring naturally in my first practicum. The challenge was how to make sure that each student was benefitting to make their group work something more than what they could come up with on their own, and to not use it as an opportunity to copy word for word each others’ answers. This process happened easily with some students, while others seemed happy to copy answers that they did not understand for the sake of getting it done.
I think that group work skills are something that needs to be taught explicitly in classrooms. It cannot be assumed that the social interaction in a group will be constructive and enhance learning, without the proper detailed guidance.
“The process of critical thinking begins by recognizing that as the teacher in the classroom I am a key actor in the classroom dynamics that evolve. I must recognize who I am, where I teach, and whom I teach.”
Effective teaching starts with thorough self reflection. I would like to make it a point from now on to deeply consider my identity, the identity of each of my students, and consider the factors at play when we are working together in a learning community. This will be different for each group of students, and even each day in the class, possibly even each moment! It is an ongoing process of widening my awareness of the different ways people can work together.
“The social structure of the classroom defines the balance of power within it. Structural dimensions that strongly influence classroom interaction include: the number of students; the physical organization of the classroom and seating arrangements; the class distribution across gender, race, religion, ethnicity, age, national origin, physical ability, social class background, and sexual orientation; and the teacher’s characteristics on these same dimensions. As teachers, we should take stock of these factors and consider how they will shape each class from the first day. The distribution of power in the classroom will affect which teaching strategies may be most effective.”
I would like to further research the effects of the structural elements of classrooms and how to use them to assist with learning- What seating arrangements work best for which activities? What else in the physical organization of the classroom could affect the mood as students walk in, work alone, work together, interact with the teacher?
Sunday, October 31, 2010
here here
“When I started teaching, I was reluctant to address the emotionally laden content of the classroom. But over time, I gave more and more attention to classroom interaction, which, like all group interactions, is structured by inequalities of power among the participants. They are not random, haphazard, or out of the control of the teacher. Our behaviour as faculty members and the way we structure our courses play major roles in the nature of classroom interactions as they unfold throughout the semester: they mimic, reproduce, and with creative management can interrupt, the normal hierarchies of society.”
Lynn Weber Cannon
Women's Studies Quarterly
Vol. 18, No. 1/2, Curricular and Institutional Change (Spring - Summer, 1990), pp. 126-134
Vol. 18, No. 1/2, Curricular and Institutional Change (Spring - Summer, 1990), pp. 126-134
Published by: The Feminist Press at the City University of New York
http://www.jstor.org/stable/40004032
Monday, October 18, 2010
Struggling in 12 college math
Hi Veena!
Thanks for your rich account of your PPT Review Quiz. My apologies for a slow response, time keeps rushing by--a feeling you must be very familiar with!
Interesting and sad that distracting behaviour never drew any response from your AT--that leaves you more or less on your own...
I really like the way you seem to be focusing on UNDERSTANDING the concepts and I'm very pleased that you had a class that was fun to be in. I'm sure today has been different! There are no secrets to creating a mood of focus, but it always takes planning and concentration on the part of the teacher!!
Have you had a chance to ask these students why they are taking math in grade 12, given that they don't have to? (So many students taking courses at the college level can't wait to stop at grade 11). Might be an interesting topic when you need a change of pace!
Hope your weekend was at least somewhat restful!
Tom
Thanks for your rich account of your PPT Review Quiz. My apologies for a slow response, time keeps rushing by--a feeling you must be very familiar with!
Interesting and sad that distracting behaviour never drew any response from your AT--that leaves you more or less on your own...
I really like the way you seem to be focusing on UNDERSTANDING the concepts and I'm very pleased that you had a class that was fun to be in. I'm sure today has been different! There are no secrets to creating a mood of focus, but it always takes planning and concentration on the part of the teacher!!
Have you had a chance to ask these students why they are taking math in grade 12, given that they don't have to? (So many students taking courses at the college level can't wait to stop at grade 11). Might be an interesting topic when you need a change of pace!
Hope your weekend was at least somewhat restful!
Tom
Friday, October 15, 2010
the beautiful struggle
The mood dropped significantly after I introduced new material on two variable analysis to the 12 College class and gave out an assignment to work on... There are two students in particular who have good days and bad days- every so often they will fill the background with dramatic and vocal complaints about the teacher-- me, this time, since I've taken over this class. In my first week here I observed that this kind of totally distracting behaviour, from either them or the eraser-throwing crew at the back, never resulted in any consequences from their regular teacher, not that I would know what effective consequences might be...
I really needed to do something different for the next class. I made up a Review Quiz on Powerpoint with graphs, true and false questions, questions about definitions, and easy to read data tables. There were 10 questions, one per slide, and they were not difficult but did require a clear understanding of the concepts we had been covering (which are likely the easiest out of the course-- so I want them to do really well!). I had it set up when they walked in with the "Review Quiz" slide showing and when they were all seated I dimmed the lights and told them to not shout out any answers as I want everyone to get a chance to think through these questions in their head. (The culture I've seen so far is one of calling out answers, or more usually unrelated comments....)
They were into it!
At first they started calling out answers (and not extremely rude comments about me from the young lady in front, thank goodness) and I reminded them to let others think about it first, and to raise their hands please.
One by one we worked through each question, and each one led into other questions not planned for. And so for a little while, we had an atmosphere of focus in the classroom, and the focus was on learning together as a group... After the review quiz, they steadily worked on a second part to the assignment.
There's no telling what will happen next time (every day is completely different with them), but this was a peaceful and lovely class to be in.... today :)
Monday, September 27, 2010
Windy spaces indeed!
Hi Veena,
I love the image of windy spaces in the brain! almost everyone got through university with marks that suggested more understanding than they really had. Part of the reason is that being a student doesn't challenge you to think about the subject the way that teaching it does. Truthfully, the only way to get the deeper understanding you want is to get in there are teach! So let's revisit this issue when you return from October's month of classroom experience.
I'm sure you feel the adjustment much more than the people who finished university a few months ago! Glad that you have noticed that there is a lot of research on teaching itself. Quality if extremely variable, but some of it is exciting reading!
Thanks,
Tom
I love the image of windy spaces in the brain! almost everyone got through university with marks that suggested more understanding than they really had. Part of the reason is that being a student doesn't challenge you to think about the subject the way that teaching it does. Truthfully, the only way to get the deeper understanding you want is to get in there are teach! So let's revisit this issue when you return from October's month of classroom experience.
I'm sure you feel the adjustment much more than the people who finished university a few months ago! Glad that you have noticed that there is a lot of research on teaching itself. Quality if extremely variable, but some of it is exciting reading!
Thanks,
Tom
Saturday, September 25, 2010
The windy spaces in my brain.
Teachers college is reminding me how hard we make students work! How we require them to focus for long periods and struggle through their learning. I have been out of school for about 7 years now, and have come to a place where I admire these students.
I have plenty of physics and math to review.
I know that you have to understand concepts deeply and have much practice in applying them to be an effective teacher, and I feel lacking in this deeper understanding. In university I constantly felt like I was "getting away" with not fully understanding topics yet ending up with reasonable grades. I felt like there was a problem with the structure of the whole thing.
In any case, I'll keep at it and see where it leads.
One thing that I didn't quite understand before starting teachers college was how much research there is into the science of teaching. It seems like there are endless ways to improve as an educator, through research and practice.
I have plenty of physics and math to review.
I know that you have to understand concepts deeply and have much practice in applying them to be an effective teacher, and I feel lacking in this deeper understanding. In university I constantly felt like I was "getting away" with not fully understanding topics yet ending up with reasonable grades. I felt like there was a problem with the structure of the whole thing.
In any case, I'll keep at it and see where it leads.
One thing that I didn't quite understand before starting teachers college was how much research there is into the science of teaching. It seems like there are endless ways to improve as an educator, through research and practice.