I've been teaching Chemistry this year - Honors Chemistry. I thought I knew it well enough, but trying to explain Electron Configuration has me stumped. Does anyone know a way to simplify the process (it may be one of those things that can't easily be made simpler).
Other bits of fun - we've been cracking down on tardies today, and the administrator in charge of the project said that he saw kids actually running to class by 4th period. To get just how amazing this is, our kids DON'T RUN. If you try to hurry them up, they slow even more. It's considered "uncool" to hurry in response to outside direction, and a major loss of face if they fail to move E-E-E-V-V-V-V-E-E-N-N-N MORE S-S-S-L-L-L-O-O-O-W-W-W-L-L-L-Y-Y-Y.
But, they did today - I'm astounded!
OK, I have to admit, right up front, I don't understand String Theory. It's REALLY heavy-duty theoretical physics, of the sort that has no way of being introduced into the average high school physics clasroom. Still, some years, a physics teacher might have 1 or 2 students who have an interest in learning more. A good starting place is Discovery Space, which has
a brief overview of the theory.It's worth reading for the video alone.
I regularly read the blog
Cocktail Party Physics. This week,
the post is on science in television. The author of the blog, Jennifer Ouellette, is a former English major turned science writer. A short excerpt:
That makes The Mentalist a refreshing departure from what used to be the usual prime time fare. I use the past tense because The Mentalist
isn't the only show on network and cable television that
unapologetically espouses a pro-science rationalist worldview. My inner
geek thrills to a mix of science, compelling narrative, strong
characters, and good writing; there are so many series now with these
elements that said inner geek is positively intoxicated by the
sumptuous feast laid out before her: the C.S.I. franchise ("follow the evidence"), House, Bones, Numb3rs -- and those are just the ones with the best ratings.
Here's why I think this is significant. Networks aren't altruistic;
they're out to make money by appealing broadly to their viewers (not
that there's anything wrong with that), and the kinds of shows,
therefore, that become breakout hits reflect the preferences of the
general public. The fact that so many successful science-themed shows
are resonating with viewers is an encouraging sign that there is a
significant fraction of folks out there who are interested in science
and at least willing to listen to a rationalist viewpoint. Science is
not only perceived as marketable -- it is perceived as cool and hip. I
won't go so far as to call this a cultural paradigm shift, but as
someone who cares deeply about science, culture, and communication, I
find the current trend heartening.
The entire post is worth reading, which I encourage you to do. It's written in a style that make Physics accessible to the average person.
It's been the strangest week this year.
Monday: the Chemistry students bogged down in confusion. They've temporarily hit the wall on learning new stuff (I think it's time for a global, Jeopardy-style review of everything learned so far).
Tuesday: Physical Science students acted up so bad in the library I've been asked not to come back right now - it's only a few students, but they are difficult. Had to make up a substitute lesson on the spot - I've done that before, but it's not easy when students are milling around.
Wednesday: Girl fight day - two different sets were yelling at each other (I don't think they actually came to blows), in two different periods. Naturally, every female who ever met any of the combatants were hanging around, shouting their best advice on what the girls should do, and offering "emotional comfort" to the now-crying participants. It took major work to get them out of the office.
Thursday: For Homecoming Week activities, it was COLLEGE hat day. Of course, that sets up the framework for an argument when you tell students to take off their hats. They get this disgusted look on their faces, and, patiently, slowly, and LOUDLY, say, "It's HAT day!" I avoid saying that I'm not mentally slow, and to get rid of the attitude. The urge to wrap my hands around their pencil-necks is huge.
However, I manage to restrain myself, and remind them that non-college hats don't count. I would jump in their face, but, they're right, other teachers let them get away with it.
Did I mention that about 1/3 of the students aren't even my problem, as they are overflow from a teacher whose sub didn't show up? Which, is getting to be the norm here. So it looks as though we're being boycotted by the subs. For which, I can't blame them.
Oh, yeah, the teacher whose kids I had - my husband. I can't even go home and complain.
Friday: Same overflow of students problem - my husband is still sick. Well, so am I.
Of school.
Water on the floor. Principal manages to find a bucket, but not a mop. So, although there's not going to be MORE water on the floor, the liquid that's there is going to stay.
Naturally, the district supervisor of science came to observe. Couldn't put my hands on the lesson plan - which got moved due to water.
I really need a drink.
I'm really enjoying teaching Chemistry this year. In previous years, I've either taught General Science or Physical Science. But, this year, I have 3 sections of Chemistry.
It's funny - in high school, I was a dud in Chem. I spent more time checking out the boys and trying to avoid doing anything than I did in trying to learn Chemistry. So, when my students say that it's hard, I answer, "I know" - and I really do.
It's hardest for the students who who were always good in school. It's an ego blow to realize that they have to step up their game quite a bit. Understanding comes slowly, and it comes only after a lot of effort.
I've posted recently on two issues I have in the classroom - how to set up a word wall, and what else to try when the kids give me that "deer in the headlights" look about a math problem.
So many have commented, and given either support or good suggestions (or both) - I am humbled by your sweetness in taking the time to give a struggling teacher a boost.
Bless you all!
I'm avoiding grading. By posting this, I manage to postpone the awful moment when I prove that i wasted my time attempting to teach a math skill (calculating from a formula - density). I truly do not understand how kids can screw up a basic operation so badly. I fear for our nation, since math skills are so lacking.
I've tried everything I can. Modeling the process, taking the kids step-by-step through sample problems, once they have managed to follow the algorithm, releasing them for independent practice - and, at that point, total confusion reigns.
"What do I do?" they ask in a panicked whisper. "What did you do before?" I reply. They hesitatingly respond with the next step, which I affirm is correct. After a few minutes, they manage to complete the steps, and beg my confirmation, which I give.
So, they can do it?
No!
They go through the same hesitation, uncertainty, and asking for affirmation for EACH FREAKING PROBLEM! Every time!
Sigh!
Maybe after another month or so, they'll finally "get it", and start to use their brain power.
I hope.
First, I usually have a lot of energy. By the end of the day, I'm starting to fade, but not this bad!
It's my most boisterous class (4th block), and I sat down briefly, and did one of those head-jerks when I realized that I was nearly asleep. NOT the class you want to be anything less than fully alert in.
So, what's going on? Well, we've been working very hard this week, and the kids are starting to feel their oats. The behavior is getting progressively worse, and, unfortunately, we still have to run through the steps before dropping the bomb on them. So, for a brief period, the usual suspects will get treated more leniently than they would, ordinarily.
In some ways, this is good - this return to Ground Zero each year. For some kids, it is a chance for a fresh start.
Then, there are the ones who use it, cynically, as a way to get away with stuff at the first of the year.
I'm at a high school with a population that could best be described as challenged. Few of them have much money, many have difficult lives. Nobody expects much of these kids, and yet, they have some skills, appear to be as bright as any bunch, and can be dearly, tenderly, sweet.
Our goal at this school is to direct the students toward college, and equip them with the skills to succeed there. Their homeroom class is called Leadership, and the activities we do there are designed to develop their leadership skills. Next week, we will have them lead a voter registration drive in the community. Before that, however, they will have to plan their activity, goals, and, after returning, reflect on the day's events.
It's asking a lot of high school kids. It takes a lot out of the faculty, since it's a lot easier to tell them everything they are to do, than to let them take over.
So, yeah, I'm whipped. I can't wait for Friday - when I get home, I'm not doing NOTHIN'
We have to do something called a word wall in our classes. I'm science, and don't really know what to put up. Do I just put up the vocabulary words? With or without definitions?
I'd appreciate any help anyone can give me.
I've been dragging for the last week and a half. I picked up some disgusting intestinal virus last week, and even had to take a day off from school. Which, as we all know, leads to more work than it's worth.
Since then, I've had no energy. I'm barely getting home before I fall asleep. Many days, I don't even eat dinner.
I'm back working out in the mornings, and I plan to start taking my vitamins. If nothing changes by Friday, I'm making an appointment with the doctor.
In the meantime, I'm just holding on. By last class, my energy is GONE - it's all I can do to stay upright. Trouble is, my last Physical Science class is the one I have to be on my toes for.
No labs this week for them - I couldn't risk having stuff walk out the door, and I don't believe I'm either physically or mentally sharp enough to stop them.
On
Popular Mechanics, I found the Mythbusters guys giving their 2 cents worth about how they would improve science education. It's not much different than what most science teachers have been saying.
Point # 2 is the most important - yeah, money alone isn't the answer. HOWEVER, science departments, because they use consumable materials and relatively expensive equipment, need more money than other disciplines.
I don't wanna hear from English teachers, Phys Ed, Social Studies, etc. about how they need more money, too. I know you could do so much more with money. But, your discipline can be taught without a lot of consumable materials or equipment. Mine can't - you have to have both for labs, which are the most effective way to teach science.
Without the labs, it's like trying to teach Home Ec without food, a kitchen, or sewing machines and material. Can't be done. It's the situation I'm currently in, and I'm not a happy camper about it. I'm missing virtually EVERYTHING:
- Glassware
- Chemicals
- Balances
- Meter sticks
- Graduate cylinders
- First Aid kit
- Broom & dustpan ('ya think they might spill something?)
- Calculators - not just state of the art, but ANY
Do I sound frustrated? Bet your #$%^& I am.
Let me be clear - I can't afford to provide what the kids need - it'll run at least $1,500-$2,000 to get set up, and I don't have it.
So, what do you do? The kids are in a high-poverty area, and we don't have a PTA.
This link is a LONG post, but tremendous. It will lead you to re-think how to plan for those classes that tend to be chaotic. Why she started using this method:
a major challenge for me was that I felt like every student wanted my attention at the same time, all the time. It was as if they were helpless little chicks needing the mother hen to feed them each individually.
But here's the thing... they aren't little kids... they are not
helpless... most of them are 17-18 years old and hold jobs. So clearly
there must be something I can do differently to bring out their more
responsible side, right?
The Senorita has a plan - and it's so good, that I'm going to flat-out COPY it. You can, too.
The first week was interesting (and we all know how that word covers a lots of possibilities).
The Good:
- Most of my students were friendly, earnest, and have some skills.
- By the end of the week, the stuff teachers had left in the room were gone.
- By the time I left Friday, I was able to take attendance, enter grades, and had moved my computer to make both easier.
- Getting up at 4:30 has become more routine - we lay out the clothing at night, pack everything but the food, and set 2 alarms.
- I've found several buddies at work, and I'm confident that they will become good friends over time.
- The guidance counselor is a pearl - smart, funny, down to earth.
The Not-so-good:
- The current building is is bad shape - leaks, crumbling concrete, and plumbing that is marginal.
- We're not slated to have a new building before 2010 at the earlies. When we do, it will be great; we just have to get through to that ooint.
- We have to do lunch duty about onces a month - we only have about 25 minutes for lunch.
- Meetings, meetings, meetings - do I have to say more?
- I still don't have resource books or CDs, equipment, glassware, or materials.
I'm in my room, trying to clear out the mess (my room was used for storage, incoming books, and miscellaneous during the summer), and feeling overwhelmed. I'm down to 3 days before the kids come in, and I have so much to do.
I'm teaching a subject I have little experience in (Chemistry), and I'm feeling as though I bit off more than I can chew.
Tomorrow, I go to a Chemistry Meeting - I'm hoping that someone will be able to answer all my questions. I don't even know just what I need to order, let alone where I'll put it when it comes. I'm in a temporary room, and will likely move in about 18-24 months to a new science lab.
It could be worse - my husband is teaching math in a leaky trailer. At least my room is in the main building, and it's VERY large.
I found a link on Slashdot to
a fascinating study, summarized in Newsweek, that claims as many as 30% of children may not be that affected by parenting - good or bad.
Since the first advice book for American parents appeared in 1811, the
child-rearing industry, as well as researchers who have made child
development a science, have assumed that, although every child is an
individual, there are certain universals. If parents are too
take-charge about homework, the child becomes disengaged and eventually
gives up; if they are warm and affectionate, kids don't act out. But
while most children do respond the way research shows, there have
always been "outliers," kids who don't turn out the way experts promise.
I'll be interested in this - it raises questions about education. Does the one-size-fits-all approach to curriculum fit this new paradigm? Will we have to tailor lessons, in the future, to the specialized DNA needs of students?