10-28-09

Today I saw Victor teach and did the POP. I like his very calm delivery style. I've also been realizing that some of these kids who are not really putting in the effort to do well may not necessarily be irrational--I think part of the problem is that they don't have the right incentives. If they get socially promoted, always have the chance to retake exams, can go to The Learning Center and work at their own pace to pass classes that they fail, and have 9 tries to pass a basic math exam, why try the first time? From their point of view, it's not worth putting in the effort.

I love the HSP kids!! They really seemed to get something out of it, the reviews were all quite positive, even for those who had seen this activity before. Not sure how it will go with the regular classes though.

10_20_09

This week went much better--it's so variable. I think the students got into the cell lab--looking at plant and cheek cells in the microscope. We started with the opener, "What do you know about brain cells?" and many were curious about the effects of trauma/smoking on brain cells, and quite a few knew that brain cells can't be replaced. I ended with showing them golgi-stained neurons in the microscope, and they were definitely engaged, because many had initially thought that the image was of roots or hair, and were surprised to learn this was how neurons looked like. In a couple classes, some students even guessed that the cells had projections (axons/dendrites) because they had to connect to each other. In the other classes, I think they were interested to learn that this is why the cells look so strange. We used the analogy of passing notes between people as a means to describe how neurons pass messages back and forth to each other.

I think it's easier to not become frustrated when I remove my ego from the interactions with my students. That is, if I am less emotionally invested in how they respond to my efforts, and don't become offended if they're not engaged despite my "hard work," and if I try to just "go with the flow" and not take it personally, it's less exhausting. We'll see if this "new attitude" helps when they're actually *not* engaged :)

Next week: I will watch Victor lecture (POP) and HSP pilot.

10_14_09

Thanks for your comments from last time, Mark. I don't know what it is--I don't think them learning is simply a matter of us (teachers) providing the "right" engaging activity...some of these students view school as only a social encounter, and don't have the interest to learn. Or they're struggling to even understand the teacher in English. One can lead to the other. In the normal classroom setting, "teaching" them or struggling to provide this "great atmosphere" where they can teach themselves is an exhausting endeavor that leaves me demoralized at the end of the day and dreaming of going back to lab to run some gels. I mean, it may be unrealistic to expect that teachers can successfully counter all discipline problems by virtue of their great teaching. Plus, I think the standards are screwy. These kids don't need to learn DNA base pairing rules at this stage, in a regular biology class--I think focusing on more relevant things instead of a laundry list of standards would do everyone-teachers and students-- some good. Maybe part of the answer is:

One MAJOR thing I discovered this week: CLASS SIZE MAKES A HUGE DIFFERENCE. For the first three periods, we only had 6-9 students per class because many were taking the PSAT. With such small groups, students were much more focused, less distracted, we got thru the material, could go over it in detail, it was HEAVEN. I felt energized afterwards instead of exhausted. I think one answer to the public education system is smaller class sizes. The last two periods were normal, and it was exhausting getting thru it. It was loud, kids were talking and socializing instead of doing the lab (even though we introduced this catalase/liver/H202 lab with the real world hook of what H202 does, and the kids seemed engaged at the beginning), one girl was trying to pour h202 on another boy's head, etc.

All of which makes me feel that the Socrates program, at least in some cases, could perhaps be more beneficial by focusing exclusively on things like AP/honors classes and the HSP clubs (in our school, the HSP already has its own agenda, at least for now [building a garden], so it's not really conducive to bringing my own research into it, except for piloting now and again). Just speaking realistically, getting into science is tough, and focusing on kids who are already motivated and excited, seems more productive. I don't think this view stems from elitism (I went to public schools all the way, including undergrad, including grad :), it's just seems more realistic. Or having kids who aren't already into science, but teaching them in groups of 10 or so, so you can get that one-on-one time, instead of 30 kids all at once who sometimes feed off of each others disruptive behavior and apathy.

Next week: HSP pilot.