Breakdown

It was one of those worst moments. Disappointment in myself...

A student comes in after school needing a science fair project. This student had one to begin with but didn't do it. Then was instructed two weeks ago to go see our physics teacher for a project. A project was provided. Not done - no data as per the due date Friday. Talked to the student again yesterday about the fact that without the project they would fail the quarter. So, today we go down together to the same teacher for another project idea. Mission accomplished. The one twist was we couldn't find a stopwatch to time the drop of the balls. "Can I just go home and do this?" the student asks. My response was no. "Why not?" I tell the student, "because you've already had two projects you haven't followed through with." Needless to say this turned into an argument that led to the student walking out very upset. I followed out of the room and attempted to get the student back on track and to understand my perspective. The student says, "You just don't understand." I say, " You're right. Help me." To no avail. The student left.

Contacted one of the parents. It was a really good discussion. Why is this science fair project such a big deal and so much of their grade? Don't you have opportunities to learn about the nature of science through lab activities and such? What can be done now?

We discussed the student coming in tomorrow after school to test with the project due by the end of the week.

Tonight the whole situation haunts me. What happened? When did it turn bad? Why didn't I recognize frustration before it got to the point of being beyond wanting help? Should I have pestered the student more about the project in the first place? What do I do and say when this student walks in the door tomorrow? Will he/she hate science now? The quarter ends tomorrow and I may never encounter this student again - little opportunity to work on rebuilding trust and respect between us.

Although the student will be still be able to complete the project, I can't help but worry about the intangible impact of this.

Neurology At It's Finest

Wonderful experience with two neurology residents from UIHC in anatomy & physiology. They talked about their careers, medical school, health care reform, and decision making. The most interesting part was actually after school. It was good to see a student had cornered one of them and was asking questions. But also, somehow, things fell unexpectedly into place. The psychology class had dissected sheep brains today first and third blocks. There happened to be a left over brain and the remaining parts still out in the room. This provided an opportunity for the two residents to sit down and prepare for dissecting sheep brains as scheduled for Thursday. Neither had seen sheep brains before. The two of them tinkered around with the brain and its parts, comparing to the human and thinking through ideas for what to focus on and what would make it fun and interesting. I dropped in occasionally, but it was really the two of them working out balancing their knowledge and experiences with what high school students will understand and be engaged in. It was like getting a peek into a whole other world. I am so grateful they took the time to talk with the kids and then to sit for an hour after to work out a plan for the next time. Very cool!

Trying something new today. The Statistics class (3rd block) is going to provide feedback for the Biology students on their science fair project tables and graphs. I am so excited. This is a long over-due collaboration. Instead of a checklist I came up with some essential questions to be answered by the statistics students. Matt helped me condense the list. I hope the students appreciate each others' work and see the real world value in the process.

Impressive Turnout

I committed to coming in to school today. Yes, it's a Saturday. Sixteen students showed up. Some had experimentation to finish, others working on tables and graphs. It's nice that students are willing to come in. I even got some thank yous as they left. It has worked out really well for either Jenny or I to be here a couple of hours on Saturdays this fall. I have been in 9-11am most Saturdays and Jenny comes 11-1. I hope we can continue to work it out. Students are taking advantage of the extra time and resources. It's great to have the computer carts available, too. I don't what I would do if we didn't have the mobile labs.

Diving In

Google accounts here we come! In anatomy & physiology we created accounts so we can collaborate. We no longer have the capacity to share back to students via a server account drop box. Google docs will allow all of us to contribute feedback. I am also considering having the students create a blog for class. I'm trying to imagine what that will look like. Should it be for the semester or just a unit? What will be required?
Once students had their google accounts they were given time to explore. There were a lot of comments on the diversity of options. Kathy (our media specialist) and I highlighted a few ways we have used some of the offerings such as the reader, blogs, igoogle, and so forth. It will be interesting to see if by the end of the semester in January some student have developed their account beyond the requirements. I can't wait.

No Matter What, They Will Procrastinate

It seems, every time I try something new in an attempt reduce the number of students that will procrastinate on completing their experimentation for the science fair project, it fails. Today, I am ready to lock my door and post a note that says "out sick." What would they do? Use it as an excuse. Do I have a miracle since they haven't even started testing? No. Can they have an extension? No. Wall to wall students all pulling me in different directions. Each expecting me to give them my full attention just because they showed up. It's frustrating. I try not to show it. I try to be fair and firm. And I know, I just gotta get over it!
Already I'm thinking strategy. What should I try next semester? I think I will require weekly SFP (science fair project) log checks. A form for the mentor that clearly defines their role and responsibility in the process. Earlier due dates. Less time for testing and more time for analyzing data. Checkpoint for materials gathered. Have each student analyze the timing available and create a timeline of checkpoints. This is start.