Modeling: Year 2

To say that this year is going better is such an understatement that I have deleted and retyped it about ten times trying to find a better word.

For one, my room is MY ROOM this year. There is no ghost of chemistry past whispering to kids that this class was so much easier last year.

I am also much more comfortable with the material. Last year, I just seemed to be a day or so ahead of my kids and really did not feel prepared enough to keep them focused. Not only were they learning how to Model, but so was I. This year, I have been able to sit down and write out detailed lesson "plans" for each day, including a list of questions (and answers) to ask during the whiteboard sessions. Having a clear goal in mind sure helps me focus and get the kids where they need to be. Who knew?*

One aspect that really bothered me last year was the lack of engagement on the part of my kids. Whiteboard sessions were still treated as a presentation to me rather than a class discussion of their results. I just couldn't get them to let go of me as their safety net. This year there have been a couple things, one on purpose and one accidental, that have made a huge difference in our whiteboarding.

After a week or so of whiteboarding "practice", I got tired of asking the same questions of every group. Seriously, did they not hear me ask the last group? So I made out notecards. These are handed out randomly and have a general question written on them.** If the presentation does not include the answer to your question, then you are to ask it of the group. This forces the kids to actually listen to the presentation, evaluate whether or not the question has been asked, and if not, then get it out there.

This has made such an amazing difference that I can't even believe it. All of a sudden, kids are sitting up and paying attention. They are asking questions, and you can bet that if the question has already been answered, someone is going to let you know. The quality of the presentations have also improved. For some reason, having me ask those questions every single time didn't seem to register with them, but now it's their peers who are asking and that seems to be much more important.

The other turning point this year was a total accident. I was gone. There were two weeks in there that I was gone for four days. The first day was typical, not-get-much-done-pull-one-over-on-the-sub-pretend-we-don't-know-anything. I came back the next day and pretty much just lit into them about responsibility and maturity and all that. They rolled their eyes and I rolled mine.

And I told them the test was still on. They panicked and they whined. "But, you are going to be gone!" Yep. So you had better figure out pretty quickly what you need to do to be ready.

I was gone the next day for their review. They whiteboarded the study guide that day and when I came back the next day, you would have thought it was Christmas morning. Kids jumping up and down, grinning from ear to ear. One boy, I swear I heard him giggle.

They had done it. They didn't need me. They could have a group discussion and learn from each other. They even kicked out a student who wouldn't quit talking. They were even relatively excited about taking the test.

Since then, my room has transformed. I can honestly say that kids are (mostly) engaged. And I feel so much less stressed about whether or not I am doing it right. We whiteboarded a worksheet today and I sat in the back and didn't say a word. Kids were following along, asking for clarification and checking each other's work.

This is actually my ultimate goal. I don't want to be the center of attention. I don't want to be needed. I want those kids to figure it out on their own, and I think they are well on their way :)


*I know, you probably knew.

**I have eleven as of right now and am pretty sure I am going to add in some lab specific questions later.
1. What is your independent variable?
2. What is your dependent variable?
3. What is the relationship between _____ and _____ ?
4. Is your y-intercept negligible? How do you know?
5. What kind of relationship is this?
6. What about the particles themselves cause this relationship?
7. Do we know what "x" represents in our equation? "y"?
8. Is the relationship constant? Direct?
9. What does your y-intercept represent?
10. What does the value of your slope mean?

The Delta

Have you ever seen the Mississippi River? I mean really, truly seen it? Thought about how much power there is across those couple hundred yards? All that water, all that sediment. Some coming traveling from the tops of the Rocky Mountains, some washed off a field twenty feet away. All those particles being pushed and shoved hundreds of miles until it reaches the Delta.

And then is just stops. Heavier stuff sinks immediately. Lighter stuff just floating out into the ocean.

That's what I feel like right now.

Floating.

All the rushing has subsided.

I can breathe again.

I can focus again.

I can teach again.

I can visit my home again.

It got a little ridiculous there for a couple weeks. The insanity that is a robotics competition took all of us by surprise and left all of us more than a little shell shocked.

Everything happened so quickly that I have not even begun to process it all.

So here are my goals this week:
     *Finish cleaning up my lab room.
     *Reflect on the robotics competition.
     *Realize the miracle change in my chemistry modeling classroom.
     *Outline eportfolios for astronomy and one chemistry section.

If someone knows what I need to do, I think I will be more likely to actually get it done :)

The Robot Initiation

For the third time in not very many weeks, I am watching the sunrise through a school bus window. I am taking about a dozen kids on a two hour bus ride that begins before the day does so we can do our first testing of our robot on an actual game course.

This is where I have been the last two months.

Way back last spring, I asked a couple kids if they would be interested in doing the Team America Rocketry Challenge. I got one wishy washy maybe. The other kid said he was kind of more into robots now, so I shelved that particular project.

Sometime this summer, I received some information about the BEST Robotics competition, so, on a whim, I went to my principal in August and asked if we could start a Robotics Team.

Now, I totally expected him to be cautious, tell me to wait a year, find out more about the program.

He said, "Sure, go for it."

Um...okay...right...I need a team.

Well, lucky (?) for me, I was coaching cross country at the time. So sitting around after practice one day, I recruited a good number of my runners to join my robotics team.

Looking back, I can't believe they all said yes. I was going into this blind and had no true information to give them about what we would be doing.

Kids: What are we going to do?
Me: Build a robot.
Kids: How?
Me: I don't know.
Kids: What does the robot have to do?
Me: I don't know.
Kids: How long will it take?
Me: I don't know.
Kids: What else do we have to do?
Me: I don't know.
Kids: Awesome! Let's do it!

Seriously, I had no idea what all was involved. I had no idea what all it took to build a robot. I had no idea that you had to do other things in addition to building the robot.

What I had was an amazing group of kids who were willing to follow me on this adventure and were totally okay with all of us learning together.

Our motto this year: "We'll figure it out..."

Teaching "Those Kids"

Warning: Rant ahead.

We have a teacher in our Modeling group who has been grating on my nerves for two years now*. His voice is a constant murmur in the back of the room that never turns off. Kind of like the air conditioner fan.

But that's not what has me upset with him.

We were having a discussion about how to guide our kids through the labs and help them draw conclusions that are close to where we want them to go. Now the whole idea here is that we don't make it obvious that we are guiding them, but that they come into these ideas on their own.

Walk into my room at any hour on any given day and you will generally find about half of my kids have an IEP. Most of the others will be considered at-risk. I don't have books. I have had kids who misspell their own name.

What I have is an engaged (mostly) class.**

My class population has had this profile for several years now and while some teachers in my situation would simply curl up under their desks and cry,*** I decided that this was NOT going to do me in. I was going to persevere and triumph!

So back to the guy in class. His argument was that some of his kids wouldn't be capable of learning without him stepping in and explaining every little thing in detail. They simply couldn't do it.

Please.

This is not a student problem. This is a teacher problem. You as a teacher must drop ALL preconceptions you have of any one student or any one disability. These are kids who have been told throughout their education that they can't do it. They aren't smart enough. They're stupid. And they believe it.

Well, I am here to tell you: They can. They are. And no, they are not. Now I am not going to tell you that I have found some magic key that automatically unlocks every child's potential, as much as I wish I could.

What I can tell you is that you (YOU THE TEACHER) are the one that has to convince them otherwise. Never, ever allow a student to get away with calling himself "stupid" or "dumb" or "not smart enough to do this work". It is simply not true.

This is not easy. This is exhausting. Are you going to reach every kid? Nope, sorry. Is it going to matter to one child that you were willing to look past what everyone else sees and help him see himself in a more positive way? Yes. Yes, it will.

*Our awesome Modeling Institute has follow-up online meetings once per month.

**Our English teacher was complaining at lunch one day about having to teach a Remediation class that is a perfect mirror of my regular classes. Welcome to my world :)

***Wait, that was me in 2004.

Teacher Tip #6

Never.

Ever.

Under any circumstances...

...sponsor more than one activity at the same time.

How To Destroy a Really Good Idea

Present it in a powerpoint presentation with 293 slides.

The Battle for Next to Last

Several years ago, I was inexplicably talked into taking on the job of coaching cross country. I was a sprinter in high school and college, so the only thing I knew about distance runners was that they:

a. Left practice for long periods of time.

b. Ran outside in ANY weather.

c. Were more often than not, just a little bit weird.

"Just go run" was heard quite a bit that first year. I have since made it my job to know everything there is to know about aerobic conditioning, anaerobic conditioning, tempo runs, intervals and fartleks.*

Caught unawares, I was a stranger in a strange land at my first cross country meet. You want to see some intense competition, head over to the Wamego Invitational on the second Saturday in September. Simply amazing.

I had coached volleyball and basketball the few years before this, and was unprepared for the radical beating my coaching philosophy was about to take. At a volleyball tournament, my team had been smothered by an unbelievable group of eight girls whose coach never even spoke to them during the entire match. The girls knew what to do. They pressured each other. The corrected each other. They substituted themselves. Their coach had them trained.

Of course, being young and dumb as I was**, I jumped at the opportunity to talk to this coach in the hospitality room. He described his practices and philosophy. I can remember asking him if every girl in the school wanted to be a part of his team and whether or not he had to cut anyone. He said, no, he didn't have to worry about that because he created such an intense atmosphere that they cut themselves. I can remember thinking what a great idea that was and how that was the type of team I wanted to create. I even scribbled a note on the program about it.

Fast forward to me now in charge of a completely different world. I was digging through one of my many "Idea" file folders where I found that old program. I can remember that tournament like it was yesterday. I can see the faces and hear the voices. I can remember how I felt when I thought I had figured out the secret to a great team. I sat down in my chair and stared at that paper and thought, "what an idiot I was."

And then I thought, "what a jerk he was."

Being a part of what I am now, I can't imagine treating kids in the way that coach obviously did. I can't imagine putting a child in an environment where she felt like a loser whose only option was to quit something she once loved.

Now, I will grant you that cross country is not exactly a team sport, so the dynamics involved are somewhat different. But I will also tell you that everyone, everyone, is welcome on my team. I don't care what size or shape you come to me, you have a home here.

This year, I have Nate. Nate should be a part of our offensive line, but hated playing football. As you may well imagine, he is not one of my top runners. He is my bottom runner. Actually, he is everyone's bottom runner. Nate routinely finishes last. He's okay with that, and I'm okay with that. I put an immense focus on personal records (PRs) for my kids and would rather they improve in every race than medal***.

This year, there is a boy from a neighboring school who runs just about at Nate's pace (think turtles, only slower). This makes for some incredibly interesting finishes. The last race of the day. Everyone else is finished and possibly even cooled down. And here come the two last place finishers.

Cross country, I have found, is a sport where everyone encourages everyone else, no matter what uniform they are wearing. There is something about running several miles in a row that just makes people want you to do your best. So the scene at our last meet was just incredible. A hundred or so kids and adults lining the course, cheering on the two people left out there. Nate would surge ahead. The other boy would take back the lead. Nate would make his move. Kids are screaming. Arms are flailing. You would have thought it was for Olympic gold. It was one of the most intense sporting moments I have ever witnessed. 

When it was all over, I heard not a single negative comment. Both kids were congratulated. Both kids came away feeling like they gave it their all and did the best they could do. There were no snide remarks about the last place finisher. There was no one making fun of the "big, fat kid who can't run*."

There is hope for our future.

*To become a true distance coach, you must be able to tell a group of adolescent boys to go run a fartlek and not crack a smile.

**Oh, alright, often still am.
***Don't get me wrong, I love medals and winning, but for some kids, winning is defined in looser terms.
*This is how Nate describes himself.