A standing ovation

Dear reader,

I wish you a Happy Chinese New Year!

Lots of things happened since my last post, and I'll keep them here for memory.

My assigned mentor enjoyed observing my laboratory lesson and advised that I work on my closing next time. I should also avoid rushing them. Nevertheless, she pointed out that I was good at catering to visual audiences and motivation.

Relieving a class I taught last year, I was surprised to receive a standing ovation in front of their English teacher. I guessed they missed my jokes, anecdotes and riddles. Again, I conceded to their expectations, and ended the lesson with a humourous, short story.

Interviewing some students, I accidentally uncovered some deeply-held secrets they had among themselves. In my presence, I knew that the students felt obliged to behave themselves. Behind my back, more unreserved actions take place. Last year, several blown-up incidents led to a major investigation. Thus this year, I intent to carry out my weekly interviews in hopes of preventing such cases. By God's grace, this year will be a more peaceful year.

The revolution

Dear reader,

My mentor asked me to write a reflection about the Science (Chemistry) laboratory session that happened on Tuesday, 21 January 2014. I guess I could break it down into sections, discussing both pros and cons of my teaching style. Perhaps as one of my colleagues suggested, I could write in point-form. However, this is my blog and I want to write into continuous prose. If there is one thing I learnt in university, I am able to write eloquently, engagingly and enthusiastically. So let us begin:

Before the science practical began, I lined the students up just outside the laboratory. I thanked them for coming early-- last year, they used to come up to 15 minutes late for such sessions. Despite having a Physical Education (PE) session earlier, they made a great effort to arrive 5 minutes after the bell rang. I was sincerely impressed.

After briefing them on the practical and initiating a rousing "Yes!" chant (popularised by the professional wrestler Daniel Bryan), I kicked off the practical with a novice mistake -- I forgot to inform them on their ration of chemicals. Nevertheless, the more well-mannered students reminded me on this issue.

Despite a majority of them failing to evolve oxygen in the first test and a two accident breakages of test-tubes, I felt that the practical went moderately well. Even the more reserved students were in the spirit of carrying out the experiments.

Upon recollection, I realised that I managed to only check on a handful of students if they actually understood the nature of the experiments. This was something I struggled for majority of my laboratory sessions last year, and this flaw continued for this one.

To sum up the session, I thanked the students, especially highlighting their efforts for arriving on time and carrying out the practical enthusiastically.

The value of effort

Dear reader,

Today was my second day on the Skillful Teacher course. The facilitators spoke of being careful of the language we use during class. For instance, we were urged to praise students for their effort ("I appreciate the time you put into this.") rather than innate abilities ("You're so smart!") The fixed mindset model, was heavily criticised, while the growth mindset model was single-mindedly exulted.

While I agreed in most circumstances, it irked me a little. Was there not some benefit to the fixed mind-set? I remembered an anecdote from The Seven Habits of Highly Effective Teenagers (Covey, 1998) on Prince Louis-Charles. As his father King Louis XVI was captured by the rebels, he was brought up by the revolutionaries. Being against the monarchy, the rebels felt that if they could corrupt the boy morally, he would never be good enough to lead the people.

Despite tempting him with coarse language, lewd women and excess food, the rebels discovered they could not sway the boy. When questioned, the youth revealed that he was "born to be king". Prince Louis-Charles had a fixed conviction that he could never participate in such debauchery as he had a destiny to fulfill.

On another issue, I fear encouraging the students excessively might inculcate "worst kind of arrogance" (Gray, 2002). Philosopher John Gray (2002) pointed out that if people attribute all human success to human effort, we would be promoting a self-delusion of limitless exploitation rather than reality of stewardship.

I honestly thought a better way would be to point out to students on things that were in their control (like punctuality) and things that were beyond their control (like bus timings).

Overall, it must have been a good course, because I disagreed so  much with it.

For further reading
Covey, S. (1998) The Seven Habits of Highly Effective Teenagers

Gray, J.N. (2000) Straw Dogs: Thoughts On Humans And Other Animals

Professionalism

Dear reader,

Being a gregarious person, one of my best qualities is that I am extremely easy get along with. This quality is especially useful as a teacher because it helps build good relationships with students really quickly.

However, recently my mentor revealed that my talkative and frank nature might be mistaken as standoffish. She reminded to be more calculative in my speech and mannerisms.

I cannot say I disagree. After all, teaching is not a one-man job. Many a time, I have relied on the goodwill of my colleagues for practical advice, pedantic administration and meticulous book-keeping.

However, it is also quite difficult for me. I have many ideas in my head, and sometimes I think within the ticks of a second, coming up with numerous ideas to share in an instant.

Nevertheless, I know I am a work-in-progress.

First day of the course

Dear reader,

I attended the first lesson of the Skillful Teacher course today. I am quite grateful that my mentor recommended that I bring a big enough bag. The first day proved to be material-heavy.

Despite the hype, I felt a little disappointed by the course. Although majority of the participants I interacted with enjoyed the first day, I felt shortchanged as the facilitators repeated their points over and over again. I felt the first day could be done in five hours, instead of eight.

Nevertheless, I did pick up a few useful things. The first lesson focused on attention and routine techniques. Let me highlight what I want to try out in my future classes.

Attention:

1) Giving students feasible choices for paying attention in class. For instance, giving students a choice of standing at the side of class or sitting up straight when one feels tired.

2) Use of personifications when teaching. However, this runs the risk of introducing anthropomorphism in scientific language.

3) Use of suspense and dramatics in class. I must take care, as this might be a one-trick pony tactic.

4) Giving easily-distracted students a role in class.

Routines:

1) Use of hand signals to indicate agreement, confusion and disagreement.

2) Allowing students to correct their answers after discussion from friends.

3) Use of subject representatives to collect extra worksheets.

4) Use of the "Yes" chant when preparing for a challenging topic.

Hopefully, these strategies may allow me to be a skillful teacher.

Yes! Yes! Yes!

Introduction to the blog

Hello reader,

The purpose of this blog to record down my feelings, reflections and thoughts as I go through the Skillful Teacher course.

As of this writing, I am happy with a lot things going on in school. I already have a great relationship with my colleagues, and my assigned mentor has already provided me with several tips on improving my teaching (such as rearranging my desk).

To be honest, I am a little apprehensive about the course. After all, how would foreign (as in outside school), general advice be superior to the local, specific ones? Yet being professional I have already long committed to the course. So I have decided to grit my teeth and bite the bullet (even though literally, you cannot do both at the same time).

I plan to continue this blog to collate feedback on my teaching, long after the course have ended.