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.