Euclid's Elements Interactive Text Book
Math Dictionary
Geometry Puzzlers
Brain Teasers
This is hard.
Sunday, January 25, 2009
Saturday, January 24, 2009
A flashlight in the dark
I finally got a few minutes to talk to Danny, my co-op teacher about my unit (which will probably be starting February 9th). Unfortunately, he doesn't really know much about it. In general the math curriculum, well, doesn't exist. I think that this is the first year that he has taught geometry here and there aren't many/any resources that the school has. As a policy, the school doesn't use text books. This is both a philosophical and a monetary decision, I believe, and I appreciate what they are going for with that. Too often it seems like teachers take a text book as curriculum whole sale, and just go through the book with little to no supplementing. This can be a particular mistake with students that are similar to the ones at A3. As an arts high school, a lot of the students have math phobia (and many of the teachers too). In an effort to draw in those students, and help them to appreciate and enjoy math, most of the instruction is inquiry or project based. The problem being that as of yet, there aren't any existing lesson plans or projects, or even sources for problems for me to draw from. Maybe I'll go buy a Geometry text book from Smith Family, just to use as a resource for equations/problems, I already have an Algebra and a Calculus book.
Danny walked me through how a typical day goes for them in math. He says they like to start with a warm up or brain teaser, and then move into explaining and discussing the concepts they'll be working with. He didn't really go into any specifics as to how that is usually done. Definitions and vocabulary are usually a large focus for the students, as that is often what holds them back from understanding what is going on. After the concepts are addressed, the students break into small groups and work on figuring out one or two problems. After they have had a period of time to work, and come up with a solution, each group shares what they did and how/why they did it. This, Danny said, is often the most difficult part for students, the explanation of why thy do certain steps. It seems like there is a general 'no homework' policy, though I'm not sure if that is just these particular teacher's philosophy, or a school wide policy. In general I don't think that assigning tons of homework is necessary, however, allowing students an opportunity to work on the math concepts in a different space, without the resources of their friends and teachers can be a great learning experience. On the other hand, I was just reading an article for my Curriculum Assessment Alignment class that was discussing the fact that school trains students for a type of work that is not often found in the real world. How often would a person have to do computations without the aid of a peer or adviser, outside of academic and assessment situations?
So now my task is to search for problems, vocab and brain teasers for dealing with quadrilaterals, and find a way to integrate them into the culture of the math classroom, without ever actually seeing that culture. Not to mention make sure that those materials and goals are aligned with the content standards for Geometry. This is definitely a new challenge.
Danny walked me through how a typical day goes for them in math. He says they like to start with a warm up or brain teaser, and then move into explaining and discussing the concepts they'll be working with. He didn't really go into any specifics as to how that is usually done. Definitions and vocabulary are usually a large focus for the students, as that is often what holds them back from understanding what is going on. After the concepts are addressed, the students break into small groups and work on figuring out one or two problems. After they have had a period of time to work, and come up with a solution, each group shares what they did and how/why they did it. This, Danny said, is often the most difficult part for students, the explanation of why thy do certain steps. It seems like there is a general 'no homework' policy, though I'm not sure if that is just these particular teacher's philosophy, or a school wide policy. In general I don't think that assigning tons of homework is necessary, however, allowing students an opportunity to work on the math concepts in a different space, without the resources of their friends and teachers can be a great learning experience. On the other hand, I was just reading an article for my Curriculum Assessment Alignment class that was discussing the fact that school trains students for a type of work that is not often found in the real world. How often would a person have to do computations without the aid of a peer or adviser, outside of academic and assessment situations?
So now my task is to search for problems, vocab and brain teasers for dealing with quadrilaterals, and find a way to integrate them into the culture of the math classroom, without ever actually seeing that culture. Not to mention make sure that those materials and goals are aligned with the content standards for Geometry. This is definitely a new challenge.
Monday, January 19, 2009
Stepping back into music, a bit.
This week, I had the pleasure of observing in the '20th Century Music' class. Rather then having a feeling of a beginning and end, the class felt more a continuation of the previous class, like I did when I was doing my Webquest last term. After some off topic (though slightly related, and definitely important) discussion about the violence in the Middle East, and how that affects American military, the students spent some time working on a comparative timeline, they were to hit a variety of dates from 1938 to 1975. They had to list major events in the Civil Rights Movement (if there were any), the Vietnam War (if there were any), and several of the top songs on the charts. For each topic, the teacher had a website designated as a starting place to look, though students were allowed to look at whatever sights I wanted. I was very surprised to hear that students were allowed, even encouraged to use Wikipedia for facts such as dates, who what when where etc. though cautioned that it is less reliable for things that are more subjective. I'll admit I use Wikipedia frequently, either for info that is for my interest only, or as a starting place to find links to other, more reliable websites, but to see it encouraged in high school was a little strange. I think it also makes it so easy for students to find the info they need, that many of them will stop there, and not learn the skills necessary to do actual internet research, which they will need come college.
The next focus for the class was listening to the Crosby, Stills, Nash and Young song 'Ohio' and discussing the Kent State tragedy. We listened to the song and looked at pictures from the riots, as the two teachers (mostly Jim, the music teacher and the older of the two, Josh, the humanities[Social Studies/Language Arts] teacher may not have been alive during Kent state, he looks to be in his late twenties). After discussing the event, which many of the students hadn't heard of, there was a teacher dominated, but very informative and student participatory discussion about different social issues of the late Vietnam War (and any war really), war weariness, nationalism, polarization, the draft. We spent a particularly long time discussing the draft, draft dodging, what people's options were and what that means to people who's children are serving, or who served themselves. Both Jim and Josh shared personal experiences which I thought was very touching and really helped the kids identify. It was a particularly interesting dynamic in that class because there was one boy who was quite negative in general, but I couldn't tell if his negativity was directed at the army, or at those to avoided the army. He made mention of plans to go into the military, but several of his comments seemed to indicate a distaste for the draft or coerced service at least. Either way it added an interesting dynamic to the discussion, and either by merit of the boy, or merit of the expectations set down by the teachers, the negativity did not escalate in to confrontation, and when the discussion ended, it seemed like everything was normal.
The final portion of class was spent working on a project that they had started the week before. Each student was using a Mac laptop and the program Garage Band, with a synthesizer hooked up, and they were creating their own arrangements of the song 'Strange Fruit'. Students could use the melody and the lyrics, or one or they other, and they were creating their own version. They seemed really into the project, though the idea of it terrifies me, I've always had an aversion to composition. However, as the students all disappeared into their own worlds with their pianos and headphones, Jim and I got a chance to sit and talk about the types of classes he and the other music teacher teach during regular terms, as well as his focus. He is highly into composition, and composes many of the pieces that the ensembles perform, as well as teaches a composition class. It was also just really nice to sit and geek out with someone about music theory, obviously since starting the Education program, I have had limited contact with other music students who care about chord progressions, or would know what I mean when I talk about counterpoint. The music group at A3 seems very welcoming and energized, I can't wait for the opportunity to check out some of their ensembles later in therm.
On an unrelated note, I am having a hard time trying to choose which school to go with in the spring. I am totally loving A3, though I've yet to see what teaching math looks like here yet, but I also loved working at Briggs. I think Briggs would be easier for me to do my student teaching at, as the resources are more plentiful and the techniques more standard, but the challenge and attitude of A3 is very attractive. A3 is the type of school that I would want to be my permanent home, but the facts of the matter are, I am not well certified to be a high school teacher, so perhaps I should focus on getting more middle school experience. It's a decision I can't possible make until we go back to the regular term, and I get to know these kids better.
The next focus for the class was listening to the Crosby, Stills, Nash and Young song 'Ohio' and discussing the Kent State tragedy. We listened to the song and looked at pictures from the riots, as the two teachers (mostly Jim, the music teacher and the older of the two, Josh, the humanities[Social Studies/Language Arts] teacher may not have been alive during Kent state, he looks to be in his late twenties). After discussing the event, which many of the students hadn't heard of, there was a teacher dominated, but very informative and student participatory discussion about different social issues of the late Vietnam War (and any war really), war weariness, nationalism, polarization, the draft. We spent a particularly long time discussing the draft, draft dodging, what people's options were and what that means to people who's children are serving, or who served themselves. Both Jim and Josh shared personal experiences which I thought was very touching and really helped the kids identify. It was a particularly interesting dynamic in that class because there was one boy who was quite negative in general, but I couldn't tell if his negativity was directed at the army, or at those to avoided the army. He made mention of plans to go into the military, but several of his comments seemed to indicate a distaste for the draft or coerced service at least. Either way it added an interesting dynamic to the discussion, and either by merit of the boy, or merit of the expectations set down by the teachers, the negativity did not escalate in to confrontation, and when the discussion ended, it seemed like everything was normal.
The final portion of class was spent working on a project that they had started the week before. Each student was using a Mac laptop and the program Garage Band, with a synthesizer hooked up, and they were creating their own arrangements of the song 'Strange Fruit'. Students could use the melody and the lyrics, or one or they other, and they were creating their own version. They seemed really into the project, though the idea of it terrifies me, I've always had an aversion to composition. However, as the students all disappeared into their own worlds with their pianos and headphones, Jim and I got a chance to sit and talk about the types of classes he and the other music teacher teach during regular terms, as well as his focus. He is highly into composition, and composes many of the pieces that the ensembles perform, as well as teaches a composition class. It was also just really nice to sit and geek out with someone about music theory, obviously since starting the Education program, I have had limited contact with other music students who care about chord progressions, or would know what I mean when I talk about counterpoint. The music group at A3 seems very welcoming and energized, I can't wait for the opportunity to check out some of their ensembles later in therm.
On an unrelated note, I am having a hard time trying to choose which school to go with in the spring. I am totally loving A3, though I've yet to see what teaching math looks like here yet, but I also loved working at Briggs. I think Briggs would be easier for me to do my student teaching at, as the resources are more plentiful and the techniques more standard, but the challenge and attitude of A3 is very attractive. A3 is the type of school that I would want to be my permanent home, but the facts of the matter are, I am not well certified to be a high school teacher, so perhaps I should focus on getting more middle school experience. It's a decision I can't possible make until we go back to the regular term, and I get to know these kids better.
Sunday, January 11, 2009
Stardate 010609
The students keep a journal, excuse me log in which they write their responses to the readings. Since I read at a much greater speed then the students, I found myself with some extra time during their hour of reading, and have written a few posts during that time.
Jan 6, 2009
Despite the fact that class was supposed to begin at 8, the teachers didn't arrive until 8:03 and 8:10 respectively. Understandably class should begin a bit late, allowing student to find the way but 8:23 seems a lot late.There are also quite a few fewer students there. It is yet to see if they are absent or late, or have dropped the class.
One of the teachers, Scott, is definitely the old hippie type - very Counrty Fair, long shaggy hair, round John Lennon glasses, tye dye shirt, glass om pendant. Even his speech patterns. I like him, he's a little scattered and seems to dominate the teaching, although that could be because he is the Humanities (Language Arts/Social Studies) teacher, and Danny is the Inquiries teacher (Science/Math)
We read 'Who Goes There', or began it anyways, a novella that the movie 'The Thing' is based on. They will watch the film one of these afternoons. Danny and Scott make a bit emphasis about the high expectations that they have for this class, 'We are at a college, we need to act like we are in college'.
The students are given about an hour to read the 15 page assignement and respond to the questions, then there i a discussion, which is really mostly summary, and pulling out the important bits to make sure everyone notices, and a discussion of the science that is used.
-I noticed that there are a ton of late students, very late
-Scott often used a character voice or anecdotes, especially non-examples or counter examples, to explain ideas, or how characters are thinking, it's a little hokey, but I think it really helps the students.
-Danny frequently makes depreciating comments to himself, and/or his geekery.
January 7, 2009
Considering that the original impression that I received implied that A3 was all about cooperative learning, so far this class has been very teacher centered. There has been silent reading, teacher led/facilitated discussion, and video watching. It's a great class, don't get me wrong, but it is more 'typical' then I expected.
-Students are allowed to wear headphones/iPods while they do their silent reading, there was no question or discussion about it, just something the students did. However it isn't disruptive, and they don't wear them during the discussions.
-IRE model is rampant, teachers are definitely searching for specific answers and trying to get the students to say them. Polite disregard of answers that are unexpected or don't match.
-In general, most students seem to be on task, and engaged in each activity.
January 9, 2009
Operation Carrot: The plan is to show a film right at 8 o'clock to encourage kids to show up on time. This morning it is the pilot of 'Firefly'.
I was able to make a connection with a kid over D&D. He was looking for some non-combat skills to add to a character creation sheet he was inventing and I suggested a few, and then a few more. He responded "Wow, you're good." Interestingly, this is one of the students that I find the most trying, he is frequently off topic and shouts out commentary during films, but apparently compared to the fall, the fact that he is engaged is huge.
January 14, 2009
There is a a girl, who always sits in the back, on the floor, even when there are seats in chairs available. During the movies she reads her novel (not the novel assigned for class), using a book light. ON the one hand, it seems that the teachers here allow students to make their own choices about learning, as long as it doesn't disrupt others, but no one as has asked her not to do it. I would have said something by now, in a private conversation after class. In general I've noticed that the teachers don't say 'no' much. They make a suggestion for an alternative, and give a reminder about what you are supposed to be doing, but not once have I heard "Please stop doing ______".
Jan 6, 2009
Despite the fact that class was supposed to begin at 8, the teachers didn't arrive until 8:03 and 8:10 respectively. Understandably class should begin a bit late, allowing student to find the way but 8:23 seems a lot late.There are also quite a few fewer students there. It is yet to see if they are absent or late, or have dropped the class.
One of the teachers, Scott, is definitely the old hippie type - very Counrty Fair, long shaggy hair, round John Lennon glasses, tye dye shirt, glass om pendant. Even his speech patterns. I like him, he's a little scattered and seems to dominate the teaching, although that could be because he is the Humanities (Language Arts/Social Studies) teacher, and Danny is the Inquiries teacher (Science/Math)
We read 'Who Goes There', or began it anyways, a novella that the movie 'The Thing' is based on. They will watch the film one of these afternoons. Danny and Scott make a bit emphasis about the high expectations that they have for this class, 'We are at a college, we need to act like we are in college'.
The students are given about an hour to read the 15 page assignement and respond to the questions, then there i a discussion, which is really mostly summary, and pulling out the important bits to make sure everyone notices, and a discussion of the science that is used.
-I noticed that there are a ton of late students, very late
-Scott often used a character voice or anecdotes, especially non-examples or counter examples, to explain ideas, or how characters are thinking, it's a little hokey, but I think it really helps the students.
-Danny frequently makes depreciating comments to himself, and/or his geekery.
January 7, 2009
Considering that the original impression that I received implied that A3 was all about cooperative learning, so far this class has been very teacher centered. There has been silent reading, teacher led/facilitated discussion, and video watching. It's a great class, don't get me wrong, but it is more 'typical' then I expected.
-Students are allowed to wear headphones/iPods while they do their silent reading, there was no question or discussion about it, just something the students did. However it isn't disruptive, and they don't wear them during the discussions.
-IRE model is rampant, teachers are definitely searching for specific answers and trying to get the students to say them. Polite disregard of answers that are unexpected or don't match.
-In general, most students seem to be on task, and engaged in each activity.
January 9, 2009
Operation Carrot: The plan is to show a film right at 8 o'clock to encourage kids to show up on time. This morning it is the pilot of 'Firefly'.
I was able to make a connection with a kid over D&D. He was looking for some non-combat skills to add to a character creation sheet he was inventing and I suggested a few, and then a few more. He responded "Wow, you're good." Interestingly, this is one of the students that I find the most trying, he is frequently off topic and shouts out commentary during films, but apparently compared to the fall, the fact that he is engaged is huge.
January 14, 2009
There is a a girl, who always sits in the back, on the floor, even when there are seats in chairs available. During the movies she reads her novel (not the novel assigned for class), using a book light. ON the one hand, it seems that the teachers here allow students to make their own choices about learning, as long as it doesn't disrupt others, but no one as has asked her not to do it. I would have said something by now, in a private conversation after class. In general I've noticed that the teachers don't say 'no' much. They make a suggestion for an alternative, and give a reminder about what you are supposed to be doing, but not once have I heard "Please stop doing ______".
Elements of discussion
I mentioned a few elements of the discussion elements of the Sci-Fi class. Though especially initially I found several things foreign, there aren't as many differences n the teaching styles as I expected. When the class isn't reading or watching a film, they are usually discussing, (although there has been some writing as well). The discussion is teacher guided and facilitated (usually by Scott) though the students take a very active role. The discussion questions supplied aren't just vehicles for the student understanding, but the teachers each answer the prompts themselves as well, and discuss their understanding, and the things that they are ore ignorant of.
There is a wide variety of levels of eloquency and thoughtfulness is huge. Some students levels of discussion are simple anecdotes that bear little to no relation to the subject at hand. Others bring of deep and meaningful points that are things I hadn't even thought about. I'm not used to that, it's very different from the middle school where students discussion level is more on the same level. Perhaps that has to do with the fact that in elementary school there is less opportunity for discussion then in other levels. But in High school the stratification is so much greater. It could also have to do with the fact that high schoolers look older. Many of them look to be adults, or at least look old enough that I associate them with peers more the middle schoolers. I also noted that in the discussions, the students are very respectful of each others opinions (for the most part) they participate in the discussions without shooting down each other ideas, a lot of interrupting or other disruptive behaviors.
On the first day the teachers made an important distinction, they said that grading for the class will be based on effort, which I think is really important to spell out for the kids from the begining, to know that they will be graded on their best effort, rather then only the quality of their work, or how 'right' it is. I think that making that clear will encourage kids to do their best work, and not let an idea that they can't do a good enough job keep them from trying, after all, if they are genuinely trying, they will get the A.
There is a wide variety of levels of eloquency and thoughtfulness is huge. Some students levels of discussion are simple anecdotes that bear little to no relation to the subject at hand. Others bring of deep and meaningful points that are things I hadn't even thought about. I'm not used to that, it's very different from the middle school where students discussion level is more on the same level. Perhaps that has to do with the fact that in elementary school there is less opportunity for discussion then in other levels. But in High school the stratification is so much greater. It could also have to do with the fact that high schoolers look older. Many of them look to be adults, or at least look old enough that I associate them with peers more the middle schoolers. I also noted that in the discussions, the students are very respectful of each others opinions (for the most part) they participate in the discussions without shooting down each other ideas, a lot of interrupting or other disruptive behaviors.
On the first day the teachers made an important distinction, they said that grading for the class will be based on effort, which I think is really important to spell out for the kids from the begining, to know that they will be graded on their best effort, rather then only the quality of their work, or how 'right' it is. I think that making that clear will encourage kids to do their best work, and not let an idea that they can't do a good enough job keep them from trying, after all, if they are genuinely trying, they will get the A.
Initial Impression: A3
http://www.athree.org/
The new term/year began with everyone meeting up in a gym in the community center across the street, being the only room the school has access to that is large enough to fit the entire school. The lead teacher welcomed everyone and gave instruction. For the few minutes prior to the announcements however I was able to observe the general interaction at that school, and the student body. High energy. Many of the kids were very excited to be there, however their greetings and excitement weren't limited to just the other students, teachers were also greeted with hugs and enthusiastic welcomes, and a ton of questions of a fairly personal nature. Anecdotes of vacation were traded in all directions, with a level of detail and honesty on the part of the teachers that surprised me. It is unsurprising that at A3 everyone is on a first name basis, no Mr. or Mrs., so I am Ruth, not Ms.Ames. Another thing I've noticed is the prevalence of minor swear word by both the faculty and the students. Now, no one is dropping f bombs or anything, but it is commonplace for hell, damn, shit, crap or bastard to be used not only in conversation between classes, but even in the vocabulary of the teacher during discussions. I have mixed feelings on this issue, and it took me a bit to get used to, especially since at Briggs were were asked not to say crap or sucks in front of students, or where students might overhear. I personally have no problem with so-called strong language. Word have the power we choose to give them, and if you say fudge instead of f**k, people still know what you mean, and what your intention is, so how is it different? On the other hand, I know that a lot of parents don't want their children to be exposed to that sort of language, and many students may be uncomfortable with it themselves. By using strong language a teacher might set up a barrier between themselves and a student and loose someone's respect. I've been told that you can gain student's respect either by being their friend, or being their authority figure, or mentor. Some people can walk the line and be both. So far, from what I've seen these teachers are doing a great job of treading that thin line.
A3 has a J term for the month of January, their students get to pick from one or two classes to take, which they are in all day, from 8 to 4:15. The options for the J term classes are quite varied. I'm currently working in the Science/Science Fiction class, which is taught by my cooperating teacher Danny Ramirez, and another teacher named Scott, who teaches humanities normally (Language Arts and Social Studies). So Scott handles most of the lit stuff, and Danny takes more of the science side of things. The class is run much like a college film study class, with reading as well. It reminds me a lot of the freshman seminar I took called Tokyo:Cyberpunk where we watched, discussed and wrote about a variety of cyberpunk films, a sub-genre of Sci-Fi. Another surprising thing to me is that several rated R movies are on the list. This decision I support wholeheartedly. So many of the quality Sci-Fi films out there are R, the ones that are pivotal, and set trends. One notable subtlety in the language and culture of the class is the use of the word 'geek' as a title of honor, and something strive for.
The format of the class, as I said, resembles that of a college film seminar with one huge difference. Unlike any other class or classroom I have ever been in, their is no sense of "NOT ENOUGH TIME!" The class moves along at a leisurely pace, class starts about 5 minutes late each day, allowing for students who missed the bus to the U of O (where our class is held, we use a room in the Science Library). Scott and Danny recently decided to shift to beginning class with an episode of either The Twilight Zone or Firefly, hopefully to motivate students to arrive on time. There is some discussion of the different elements and then we move onto the reading for the day. This was the most strange, foreign thing to me the first day. We spent an entire hour silent reading, and they only had to cover 15 pages in that hour, though they were free to read farther if they needed to. And everyone was so relaxed about it. No sense of rush, no worry that we weren't going to get through the material. It was a much nicer way to run class. Now that might be unique to the J term, but getting to feel how it is to be relaxed and take time during a class session will help me to strive for that sort of ambiance in my own classroom, even if I can't achieve it in whole.
The new term/year began with everyone meeting up in a gym in the community center across the street, being the only room the school has access to that is large enough to fit the entire school. The lead teacher welcomed everyone and gave instruction. For the few minutes prior to the announcements however I was able to observe the general interaction at that school, and the student body. High energy. Many of the kids were very excited to be there, however their greetings and excitement weren't limited to just the other students, teachers were also greeted with hugs and enthusiastic welcomes, and a ton of questions of a fairly personal nature. Anecdotes of vacation were traded in all directions, with a level of detail and honesty on the part of the teachers that surprised me. It is unsurprising that at A3 everyone is on a first name basis, no Mr. or Mrs., so I am Ruth, not Ms.Ames. Another thing I've noticed is the prevalence of minor swear word by both the faculty and the students. Now, no one is dropping f bombs or anything, but it is commonplace for hell, damn, shit, crap or bastard to be used not only in conversation between classes, but even in the vocabulary of the teacher during discussions. I have mixed feelings on this issue, and it took me a bit to get used to, especially since at Briggs were were asked not to say crap or sucks in front of students, or where students might overhear. I personally have no problem with so-called strong language. Word have the power we choose to give them, and if you say fudge instead of f**k, people still know what you mean, and what your intention is, so how is it different? On the other hand, I know that a lot of parents don't want their children to be exposed to that sort of language, and many students may be uncomfortable with it themselves. By using strong language a teacher might set up a barrier between themselves and a student and loose someone's respect. I've been told that you can gain student's respect either by being their friend, or being their authority figure, or mentor. Some people can walk the line and be both. So far, from what I've seen these teachers are doing a great job of treading that thin line.
A3 has a J term for the month of January, their students get to pick from one or two classes to take, which they are in all day, from 8 to 4:15. The options for the J term classes are quite varied. I'm currently working in the Science/Science Fiction class, which is taught by my cooperating teacher Danny Ramirez, and another teacher named Scott, who teaches humanities normally (Language Arts and Social Studies). So Scott handles most of the lit stuff, and Danny takes more of the science side of things. The class is run much like a college film study class, with reading as well. It reminds me a lot of the freshman seminar I took called Tokyo:Cyberpunk where we watched, discussed and wrote about a variety of cyberpunk films, a sub-genre of Sci-Fi. Another surprising thing to me is that several rated R movies are on the list. This decision I support wholeheartedly. So many of the quality Sci-Fi films out there are R, the ones that are pivotal, and set trends. One notable subtlety in the language and culture of the class is the use of the word 'geek' as a title of honor, and something strive for.
The format of the class, as I said, resembles that of a college film seminar with one huge difference. Unlike any other class or classroom I have ever been in, their is no sense of "NOT ENOUGH TIME!" The class moves along at a leisurely pace, class starts about 5 minutes late each day, allowing for students who missed the bus to the U of O (where our class is held, we use a room in the Science Library). Scott and Danny recently decided to shift to beginning class with an episode of either The Twilight Zone or Firefly, hopefully to motivate students to arrive on time. There is some discussion of the different elements and then we move onto the reading for the day. This was the most strange, foreign thing to me the first day. We spent an entire hour silent reading, and they only had to cover 15 pages in that hour, though they were free to read farther if they needed to. And everyone was so relaxed about it. No sense of rush, no worry that we weren't going to get through the material. It was a much nicer way to run class. Now that might be unique to the J term, but getting to feel how it is to be relaxed and take time during a class session will help me to strive for that sort of ambiance in my own classroom, even if I can't achieve it in whole.
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