This summer has really been full of changes. Changes that keep happening quickly. And now, finally, I feel like I've gotten things figured out. And I can tell you what the heck has been going on.
Good News: I took a lab job at the beginning of the summer. Yay for full-time employment.
Bad News: I commute 45 minutes, I work second-shift and I often have to put in extra hours. I was also supposed to be working Sundays. I put off registering for races because I didn't know when I'd switch to Sundays. I'm bummed because I really wanted to do the Danskin Tri this year, but it's on a Sunday and I didn't think I'd be able to do it. I probably could have. Oh well.
Good News: I can sign up for races now because I landed a teaching job (in NH, closer to home, making more money)! Hooray!!!!! This is truly what I wanted to do and I am so excited. I get to see my classroom on Thursday and pick up curriculum materials. I simply cannot wait.
Bad News: How could there really be bad news to this one? Except maybe the fact that I really wanted to teach chemistry and I'm teaching 9th grade physical science instead. I was offered a chemistry position too, but it was a lot less money and more of a commute so it wasn't worth. In the end, I'm really happy with my decision.
Good News: I get to go back to school so to speak. I get to shop at Staples, one of my favorite places (send gift cards now!) and I get to have school vacations again.
Bad News: I'm staying at my current job later into August than I wanted to because I'm a sucker and a nice person. But the trade-off is that we could use the money.
So now that I know what the heck is going on in my life, I feel like I can finally plan out some races for the fall. I'll update you when I make some decisions. Thank you for those of you that have stuck around and continue to read this blog. I know my posting has been rather sporadic. How are you all doing?
Showing posts with label Teaching. Show all posts
Showing posts with label Teaching. Show all posts
Tuesday, July 19, 2011
Wednesday, September 22, 2010
Need Some Teaching Advice
So I know a couple of my readers are teachers and I am in need of some teaching advice. Although even if you're not a teacher, please don't hesitate to comment! I'm always open to suggestions. So here's what's been going on:
I'm a TA for a section of general chemistry lab. I enjoy doing this generally. The extra cash is nice and most of the students are pretty fun. I feel that lab can be a little more laid back than lecture and that as long as they're serious when they need to be, I'm cool with it. I did this last year as well and there were really no issues. This semester I have a "problem child," if you will, emerging.
The ironic part is that this student is a chemistry major and has the potential to do really well. He mentioned during the first week of class that he hates doing things just to make a point (i.e. our entire lab curriculum, of which I have no control). I get his point and I feel bad that I can't really do anything to help him out in this respect. When I got his first lab report is really wasn't adequate. They get to do a re-write, so I gave him some comments and the grade he earned (which was not good).
After I handed back the reports we went over common errors, things that lots of people missed. This student began correcting my grammar as I spoke. Now don't get me wrong, I make mistakes and I'm all for being corrected to make sure everyone in the class is getting the right information. But this kid was correcting my grammar as I am speaking! I don't speak perfectly 100% of the time, but I'm pretty sure everyone can understand me. I tried to just let this go.
At the end of the class the students have to sign out with me and when he came to sign out I noticed that he didn't complete his analogy worksheet. I asked if he did it and he told me that he did it in his head. This is one of the few ways I know that the students are participating because sometimes I have to stay in the lab while some of the students are working on the analogy activity. He got upset when I told him that not completing assignments will result in a poor participation grade. I get the sense that he feels like taking this class is beneath him.
Anyway, I am meeting with him tomorrow to go over his lab report (something he signed up for) and I am trying to prepare what I want to say to him. I feel like his negative attitude is bringing some of the other students down, which is not okay. I want to reach out, not make it worse. I feel like this is a fine line I'm walking. Any advice or tips?
I'm a TA for a section of general chemistry lab. I enjoy doing this generally. The extra cash is nice and most of the students are pretty fun. I feel that lab can be a little more laid back than lecture and that as long as they're serious when they need to be, I'm cool with it. I did this last year as well and there were really no issues. This semester I have a "problem child," if you will, emerging.
The ironic part is that this student is a chemistry major and has the potential to do really well. He mentioned during the first week of class that he hates doing things just to make a point (i.e. our entire lab curriculum, of which I have no control). I get his point and I feel bad that I can't really do anything to help him out in this respect. When I got his first lab report is really wasn't adequate. They get to do a re-write, so I gave him some comments and the grade he earned (which was not good).
After I handed back the reports we went over common errors, things that lots of people missed. This student began correcting my grammar as I spoke. Now don't get me wrong, I make mistakes and I'm all for being corrected to make sure everyone in the class is getting the right information. But this kid was correcting my grammar as I am speaking! I don't speak perfectly 100% of the time, but I'm pretty sure everyone can understand me. I tried to just let this go.
At the end of the class the students have to sign out with me and when he came to sign out I noticed that he didn't complete his analogy worksheet. I asked if he did it and he told me that he did it in his head. This is one of the few ways I know that the students are participating because sometimes I have to stay in the lab while some of the students are working on the analogy activity. He got upset when I told him that not completing assignments will result in a poor participation grade. I get the sense that he feels like taking this class is beneath him.
Anyway, I am meeting with him tomorrow to go over his lab report (something he signed up for) and I am trying to prepare what I want to say to him. I feel like his negative attitude is bringing some of the other students down, which is not okay. I want to reach out, not make it worse. I feel like this is a fine line I'm walking. Any advice or tips?
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