Teaching Science in DC

85 days

2008-11-13T14:54:00.000-08:00

I read Educating Esme, a journal written during a teacher's first year in a undergrad education course. In it, she writes, "When someone asks me, "How was your day?," I never know what to answer. I have thirty-one days every day, a different day with each child. A good day with Ruben, a rough day with Billy ... it's too much."

Although it didn't mean much to me as a college student, as a teacher I can completely identify with Esme's struggles. I sit down to write with one thought, "How was my day?" But the answer is too complicated.

I am

frustrated with G because he seems to have given in my class

so fond of C, who is sweet and helpful and seems to have kept her innocence in a non-innocent world

astonished by D and M, two very loud, defiant girls who created an interpretive dance of a star's lifecycle to the tune of "The Circle of Life"

proud of M (another M!), who stayed after school for two hours to draw an incredibly detailed picture of the solar system for my class

baffled by C, a brilliant boy who can't stay still or focused long enough to successfully complete a project

A comparison of statistics:

Students I made cry yesterday: 1
Students I made cry today: 0

Number of lunch detentions handed out yesterday: 4
Number of lunch detentions handed out today: 0

Number of students who walked out of my class yesterday: 1
Number of students who walked out of my class today: 2

A good day? A bad day? Who knows?

Half Day Hijinks

2008-11-12T15:50:00.000-08:00

We had a half day today, which always seems to make the students a little crazy. I hear the same thing all day (and picture this in the most annoying tone of voice), "Do we haaaaave to do work, Ms. M? It's a haaaaalf day!!" I suppose I am the evil-est of teachers, because I make them actually learn something.

I'm excited because we're finally finishing up our first unit (exploring the universe, the big bang, stars, etc.), and we'll be moving on to the next unit next week. We'll be learning about the formation of the solar system, orbits of planets, and the moon. I had a student tell me last week that he's really enjoying learning about the universe, that he had no idea that learning science was learning about history. Moments like that are like gems; I hold on to them and recall them when I'm feeling frustrated or overwhelmed.

I'm reading (and enjoying) this book, a thoughtful exploration of our solar system.

First Year vs Second Year

2008-11-11T14:55:00.000-08:00

Last year was my first year teaching. I teach at a charter school in Washington DC, teaching 9th grade Earth Science. It was a challenging year for many reasons. First, I'm not certified, and I'd taken almost no teaching classes before entering the classroom. My background is in Biology, so last year consisted of a lot of last minute research to make sure I was ahead of my students (Sample research questions: "How old is the universe?" "How do tornadoes form?" "How is obsidian formed?") I felt like I was faking it every day. There were many sleepless nights, panicked lesson plannings, and public failures (more about that later...)

Now that I'm in my second year, I'm able to breathe a little easier. I still work late into the night (my best friend at the school is probably the night facilities manager -- I love him!). And I'm still sometimes stumped by a student question. But I'm finding so much more joy in teaching this year. I've moved past the survival mode.

Some things I've learned from last year:

**I've learned to be myself (or at least a version of myself). Last year I was so involved in being stern and teacher-y, I didn't build the kind of rapport I should have with my students. This year, (most of) the students and I have been able to develop mutual respect for each other, which has made classroom management a heck of a lot easier.

**Labs, labs, labs. Last year, I killed myself creating lots of visuals, demonstrations, and front of the room activities to teach the kids. This year, I've integrated more student centric activities in my class. It's amazing how much the students have enjoyed learning things for themselves rather than hearing it from Ms. M.

**Anything the kids can do themselves, let them do themselves! Grading, leading the do-now / warmup, checking homework, creating packets for absent students, etc., etc. I am giving more responsibility to my students. Not only do they really enjoy having a role in the classroom, I can worry more about the bigger picture and less about the small stuff

**Ask for help. Last year, I stayed in my classroom, stressed and overwhelmed, and nobody knew! I am lucky enough to teach at a school with an amazing support system. This year I have definitely been more vocal about my needs, and it's made so much of a difference.

I still have days when I feel overwhelmed and overworked. But I am always reassured by the thought that I will never have a first year again!

I'm starting this blog to keep a record of the school year. Last year was such a blur, I wish that I had written things down so that I could look back on it now.