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Most of the time working through carefully structured exercises can deliver the appropriate content. But at times this just is not enough, some in-depth explanation is needed ... the connections, the reasons for working this way, some of the motivation for the ideas, emphasis on the how and why of aspects of some exercises. If there was a culture of actually reading and thinking about a section of the textbook given as homework then this could help, but there is not, it is not done. There will b...
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... has been at the cutting edge of physics since the 60s, he has the fairly unique opportunity to sprinkle theorems which bear his name into his books. Here is a book that I found a really good read last year. It isn't for spending that odd 30 seconds you might find spare during prac weeks though! It's a very solid read ... he does not waste a sentence, and there are 1000 pages in it. Well, the first few pages have a slightly naff prelude but he gets into the meat of things very fast ... he su...
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if you are staring at the keyboard, wondering what your position is on ontologies ... typographic chemistry  might inspire a whole new perspective on the nature of being. Maybe.
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I had a very powerful experience yesterday. John had asked me to concentrate on classroom management and control for Friday's Y9 class, so I did. For this I was addressing a few needs that I perceived. There is a problem in my classes related to some students being bored with the exercises, which they probably think they can do easily etc ... some of them actually can. They tune out and essentially refuse to participate. I sympathise ... they need a greater challenge. John has talked about the...
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This is truly awful software. It is supposed to be primarily about writing thoughts and posting. It offers a draft section. It does nothing at all to cache your input. If anything causes you to close the page, which is very easy to do accidentally on a touch screen, the back button simply returns to a blank entry ... all your words are consigned to the void. Simple ... don't use it. Do not even think of writing thoughts here unless frustration is your thing. Write your thoughts elsewhere. Th...
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After tending a bit too challenging I've recently put up exercises a couple of times that were nice and standard, nothing unexpected, just straightforward examples to work through ... it seems a sure-fire way to a very dull class with students either quietly drifting around somewhere else entirely ... or else chatting off-topic amongst themselves if you don't spend half the class enforcing a kind of compliant, obedient inertia. In either case few are listening or learning anything. If you do ac...
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The last few weeks have really showed me the "behind the scenes" of a teacher's life. I must say that it is extremely busy. I have so much respect for my supervisors as well as the other teachers in THS for the amount of work they put in before, during and after school. As much as I'm enjoying the journey so far I'm starting to question if I would be able to do well in it.
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Here is one of my favorite commentaries ... today's turns up just as I am preparing "Linear Relationships" and "Scatter Graphs". He started this journey a couple of thousand drawings ago, when he was still in NASA I think. For certain tastes this version might appeal.
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Sometimes it really does not go as planned ... I started a new topic today and gave out a worksheet of algebra questions first, for a bit of practice in manipulating equations and to help remind students of some of the techniques we'd be using before introducing the new topic ... but I was somewhat optimistic about their level (hmmm ... not for the first time!) and will adjust the next lessons accordingly. The problems I set posed quite a challenge to the more advanced half of the class. I proba...
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After 4 weeks of periodical teaching Year 7s and Year 11s, one thing that I've truly come to appreciate is the professional relationship with my mentor. Initially, I was reluctant to take risks. However, with her encouragement, I've tried different things with varying amounts of success. I've had a couple of difficult moments, particularly with Year 7s, which I've jokingly called my 'Hiroshima'. Had I not tried, I wouldn't have learnt so conspicuously about what works and what doesn't work. Co...
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