Let’s start with the classes I’m teaching. Pre-algebra is going just fine. That’s pretty easy, follow the book and progress at a steady pace. Half way through the chapter we have a quiz, at the end of the chapter we have a test. Pretty simple and easy to plan.
Chemistry is proving to be a little harder. I don’t agree with much of the stuff that’s taught in a typical chemistry class. There is a lot of detail that most classes go into that is completely unnecessary. Why does a general chemistry student need to know how to calculate the dipole moment of a molecule? So I’m skimming through the book. I’m jumping around going in an order that I think makes more sense and I’m trying to give them a decent understanding of chemistry without bogging them under in minutae. Of course, this means a lot more work for me. I have to go through every section, pull out the important stuff, and put together a presentation that is clear and meaningful to them. Today we covered the octet and duet rules, Lewis Dot Structures, and dipole moments. I tried very hard to make it clear and understandable and I think I did. This just creates so much work for me. There is no pattern to follow like in Pre-algebra. I guess these are the perils of teaching right.
Now, the classes I’m taking. This semester we will get certified as teachers. In order to do that we have to put together a portfolio that shows how far we have come since we started. In that portfolio we are to address certain standards, how we view them, how we meet them, what we’ve done, and how it’s impacted our students. I don’t think that way. I am a scientist. I am factual. I deal in concrete matters. I don’t deal in thinking and considering, I deal in doing and acting. So that is incredibly tough. This weekend I intend to power through this stuff and just get it out of my hair.
So that’s where I’ve been the last couple of weeks. I’m working hard to keep myself ahead of the pack. Be they a pack of teenagers or a pack of teacher candidates.
October 18th, 2009 at 12:34 am
You simply need to consider your progress as a measurable to start with. Say: Student X has learned this much, is on time, completes their work and so on. That should give you a place to begin.
Secondly, you’re not only a scientist but a teacher. Teachers need to deal with the personalities of students. It’s your job to know your kids and understand how they’re doing just as much as lesson prep is!
You just have to adapt. And I’m sure you DO deal in thinking!
Keep at it, you’ll get the hang.
October 20th, 2009 at 5:16 pm
[...] to address the national standards and I was having trouble with them. I talked about this in a previous post and I was whining about how I don’t get all deep and philosophical about myself and my [...]