Science and You Today

Watch this video:

How do you feel about the avalibity of fossil fuel for your generation?

What do you think it is going to take to get the world to go forward with solar power?

http://www.youtube.com/watch?v=-w9Qbz3T2Js

Coaching the Reluctant Learner

     The first few weeks of school I set my expectations for my classroom routines.  I then begin to set the stage for my course goals and expectations for the students.  I start my story with this is your job.  I am the keeper of your grade.  What you put in to the course you will get out of the course, a grade that reflects your work ethic and your learning success with the standards set by the Department of Education in Massachusetts and Weymouth High School.  I explain that the student in my course are evaluated in many different modes because according the Howard Gardner, a Harvard professor, we acquire knowledge in about seven different ways.  I always get the question “What are the seven ways?”.  I explain that they are:

1. Logical-mathematical, works well with numbers, likes searching for patterns or logical sequences, like asking questions, such as “what if”, “how things work” and the “whys”, an example was Albert Einstein

2. Kinesthetic, an example was Michael Jordan, learns new skills by doing,(many students related)

3. Linguistic-verbal, good at verbalizing concepts, enjoys reading, pays attention to words written,  good memory for names and trivia

4. Spatial-visual, those that learn by doing, drawing, designing and creating things, excels in remembering visual details, reading maps and charts, learns best by using the mind’s eye

5. Musical-learns best by following rhythm, playing an instrument, excels in remembering melodies, picking out sounds, I try to come up with a relevant musical artist the student can relate to

6. Interpersonal-generally communicate and interact effectively with others, likes to learn by sharing, working in teams, usually excels in understanding people, leading others, is sensitive to both verbal and non-verbal communication, an example is Oprah Winfrey

7. Interpersonal- generally learns best working alone, very reflective, enjoys pursuing own interest, these learners excel in following instincts, setting and pursuing interest and goal and have a good self understanding.  An example would be counselors or philosophers

     I tell them they may learn in one, two or several ways, and I am going to help them discover which way they will learn and teach them how to use their strengths to be successful.  So keeper of the grade I began.  The first time the students did an assignment I passed back their ungraded papers and passed out green pens.  One student exclaimed, “Hey my paper isn’t graded!”.  I explained “I know, you are going to correct your mistakes”.  You will write the correct answer in green and see where you went wrong and then  we can analyze and discuss what you did not understand.  I explain for me to do all of the correcting only tells me your mistakes and if you correct your own papers then write your corrected answer you can discover where your misconceptions lie. I often use an analogy, that it is like writing an essay and then you go back and edit for errors.   The more concrete learners I explain it is like putting your hands on a hot stove and you instantly pull back and your brain has learned not to do that again, it is feedback.   And whether you want to or not your brain will make the connection for you.  It is like the first time you start to learn how to drive a car and you see the yellow sign, you forget to yield.  Instantly the driving instructor tells you what you did wrong.  You automatically remember the next time driving and you yield. 

     I was recently given an article written by Gary Nunnally, A Recovering Gradeaholic, I really could relate to what he was saying; only I really don’t totally agree with everything.  I think that homework is relevant and should count for something; homework is part of the process where you begin to be an independent learner.   Otherwise you the teacher may not assess the difference in learning styles.  Counting just test to determine students’ grades misses the opportunity for the students to show that they learn differently.   The opportunity to look at the whole child not just their ability to memorize or their test taking skills. Some students will never test well due to outside extenuating circumstances. Some student do school well.   Memorize, regurgitate and spit it back. I am also one of those teachers that give the opportunity for the student to re-do any homework, test, quizzes and important projects.  You do have to set limits on time, or you will be over whelmed by the procrastinators of the class.  The first time the student comes back to retake something, they are amazed.  Why?  I tell them this is a specific objective  that you must master to get to the next step in your academic career.  Doing over will only improve your ability. 

This has been the way I have taught for the last eight years.  I came to this realization of “doing over” when I had my own business.  When I lost a customer for one reason or another, I just re-did or improved what I was doing to gain another and yet another customer.  I met with great success with my business. 

I do however, agree with Mr. Nunnally when he ask the question “If, as educators, we know that there are certain methods proven to improve student achievement, and we refuse to make efforts to implement these changes in our own classrooms, are we not guilty of educational malpractice?”  Every student who enters our classroom deserves to receive our best efforts, and try as hard as we may, we unfortunately don’t catch them all before they fall, we can however, catch the majority!

When failure is not an option the key to the school’s success is the transforming of the school’s culture. Some schools have problematic issues while other schools have positive culture. Every school has a culture, whether you are aware of it or not.  Let me ask you, have you ever experienced this statement?  What are your thoughts? Weymouth is in the strong process of transforming it’s culture to “Failure is not an option.”  I ask, at what expense is the community willing to support this idea?  Do you really want your children to succeed? I know how hard the teachers are willing to work towards the goal “failure is not an option” how hard is the family community willing to work towards this goal of success?  I wonder?

Really not quite sure if this goes through as expected. Yes, you are exactly correct.  We often deal with low cognitive functioning students who really try.  Keep there hopes high! I am not and never have been a big believer of leveling.  I think when you level a student according to there cognitive functioning you are saying “I  accept what you can do, and I think that you cannot do more”  I really think this is a sad message to send to the student.  Yes, there are students who no matter what you do will never rise to the bar. Shouldn’t you as an educator let that be the path of the student and not the chosen path of the teacher?  It is possible that the development of the brain has just not caught up to the executive functioning of the brain.  What the brain can do and what the possibilities of the brain able to do.  So this sounds like a lot of jargon.  Only when you study a person who has had a stroke and then they are in the process of remodeling their brain and they now have to re-learn how to: think, walk, talk, eat, sleep etc.  Then you realize that there is more to the learning process that just read, write, and say. 

You are correct in thinking that “keep the bar higher” keep the student engaged.  Often the self-esteem is the reason form the student to just give up.  “I am stupid, everyone tells me so” Seriously it is paththic,  I call it a cop out,challenge them  to step up to the plate.  The student needs to feel success in small increments.  It is really OK to do the job over.  Do a better job. (Don’t we as educators do the job over and over and better and better each year) ( I know I do).  Really we as educators are really working on the growing up issues! Yes, the self esteem!  The just do it routine!  Feel the success!  You as a teacher will and can make a difference, no matter how small. So keep the bar high!  Challenge the student to take on the task.  Celebrate the small steps of success!

Cassie

Teaching ninth graders is a challenge to say the least.  I don’t know when or how it happened that teachers think that by the ninth grade that students have all that they need to be successful in the world.  I am over the half century mark in age and I still am in the learning process.  I have started a 100 club in my class.  What I do is test the student until they reach the 100% grade.  It is not an option.  I keep at them until they reach the mark.  What I have found is that the other students encourage the ones that struggle.  The other students offer help the struggles to study so that they can reach the goal quickly.  I make a real big deal out of them reaching the mark in a timely manner.  Who says it not OK to do it over and over until you get it right.  Teach for success.  And guess what?  You feel successful too!