The Importance of First Days

When I was in Concurrent Education, a book called The First Days of School: How to be an Effective Teacher was wildly popular. Although I haven't read it, I understand the basic concept is to take advantage of the first days of school to set up well-structured procedures, smoothing out transitions to reduce potential conflicts and classroom management issues before they even start. This is especially important in a primary classroom where classroom management can take a lot of energy, but even at the university level I think the first days of school are really important.

Usually I use this time to establish some boundaries and policies for my tutorial, but I also think its important to give my students an idea of who I am and what kind of space this is. I make it clear that I am concerned about each of my students, about treating them fairly and respectfully, and that I am an open, approachable person who wants to help them and work with them. I also try to make it clear that philosophy is something I care about, and that I believe can be fun and enjoyable. To me, establishing a relationship of trust is important to keep a classroom functioning because students who don't feel you are on their team won't be open about what they need or are having difficulty with. I think its also important to convey enthusiasm for the material because students learn more when they are having fun, and you need to lead by example.

Unfortunately this year there was an error and I have to switch tutorials with another TA after our first class. I'm a little concerned about not having established my relationship with this class before teaching them, but it will also be interesting to see what kind of effect this will have. Perhaps I can use my morning tutorial as a control group to give me a rough idea of just how much impact the first day really has. Of course, different tutorials always have different personalities, so predicting the results might not be so easy.

Paying attention to the environment in classroom interactions

This morning I read an interesting story:

http://www.nytimes.com/2014/09/14/jobs/looking-another-culture-in-the-eye.html?smid=fb-nytimes&smtyp=cur&bicmp=AD&bicmlukp=WT.mc_id&bicmst=1409232722000&bicmet=1419773522000&_r=0

In it, the write realizes that in Japan she needs to look for eye contact from members of the audience and directly ask them if they want to contribute something instead of just asking the entire room. I thought this was very interesting and important for me to remember because I tend to get very absorbed in the content I am discussing and lose my focus on my surroundings and time management. 

In the future, when I am checking to see if anyone has questions, I want to pay close attention to body language. Not just because McMaster has many international students, but also because I want to give support to quiet students who may have very important questions. I usually do have pretty lively discussion in tutorials, but I want to be proactive about it. Sometimes we don't try to understand or fix something until it doesn't work for us, but if you want to keep things running smoothly you need to think about what could go wrong in advance and how to prevent it.

A Meditation on Base 10 Number Blocks

You may remember little orange cubes, sticks, and squares used to demonstrate place values of one, ten, one hundred and one thousand from your public school mathematics curriculum. Today I revisited these old friends while tutoring, and I remembered just how ingenious they are.

Not only were they shaped and textured to be neatly and easily countable without distraction, their consistent colour created a strong image--so much so that when I was a kid I couldn't help but think of my math lessons whenever mom decided to include thawed peas and carrot cubes with dinner. Furthermore, the ones cubes were exactly a centimetre, so they were useful for teaching the metric system too. 

When we learned about Montessori materials in ECE, they showed us how simple materials were designed to introduce students to gradually more complex mathematical concepts. Since I have seen these cubes in classrooms around ontario, I think it would be interesting to see how these cubes could be used to communicate more mathematically complex concepts to an audience already familiar with the materials. 

For example, the idea of holding a 'million cube' or 'billion cube' sounds like an enticing novelty, or using these cubes to show how much the United States spends on defense annually might be an interesting excercise. What might alternative number systems like binary or hexidecimal look like as 

3D plastic objects? Obviously our system, which follows a 'X, ten X, one hundred X' fits into cubes well, but might there be a system better suited to another three dimensional shape? Would it be possible to have a number system best suited to a cube?

Being able to experiment with visual, physical objects to represent number systems opens the door to all kinds of numerical experimentation and learning, and the possibilities for teaching and communication certainly open up as well. Well-designed teaching materials open the content up to the possibility of play, and play is where the best learning happens.

Manipulatives

Apart from my work as a teaching assistant at University, I also tutor an elementary student in math and a high school student in history. On Thursday I helped my math student review division, and I realized I needed to bring in some math manipulatives. Manipulatives are physical objects you can use to help demonstrate a concept. In this case, I think I am going to bring in some pasta and cups, so we can practice dividing different amounts of pasta into equal groups. We were using Lego, but Lego is so diverse and has so many interesting properties that it can be distracting. 

In my Early Childhood Education training and practica, much of curriculum design revolved around introducing objects that would demonstrate ideas as children experimented wih them. For example, I created an infant toy that was a blanket with patches. The only variable that changed on each patch was texture, because the blanket was designed to teach tactile and visual sensory integration (what we experience as something 'looking bumpy' or 'looking smooth'). I've always thought this subtle education, where the environment is set up in such a way to teach the student from experience, was very clever and also very effective. After all, the way we learn outside the classroom is by interacting with our environment and forming ideas based on experience.

What I would like to be able to do, if possible, is create objects to demonstrate philosophical concepts. But philosophy is very abstract, and the world itself is (supposedly) the thing from which philosophy is derived. I think perhaps thought experiments are a kind of way of creating pedagogical objects, a way of manipulating and experimenting with ideas. 

I remember once a friend and I used a bulletin board, pieces of paper, pins and yarn to map out the axioms and propositions of Spinoza's ethics. It took forever, but just working with the yarn and touching each piece of paper helped me feel closer and closer to understanding what Spinoza was about. Maybe creating art can be the pedagogical object of philosophy.

Getting Started

I recently attended Mcmaster's Teaching and Learning Forum to warm up for another year of TAing. On my 'to do list' of things to learn was I wanted to understand how to make a teaching portfolio. I assumed it was something polished with specific expectations and a format, like a large resume or CV, so I was pretty pleased to discover it can be as easy and fun as starting a blog and recording your musings! Thus, my experiment begins.

(Although it may have made more sense to start 6 years ago when I was a student in concurrent education. Short of building a time machine the best idea is to start with the present. I may, however, dig through my old papers and post content retroactively)

Another thing I learned during this forum was the BOPPPS method of lesson planning, which I will definitely be using in the future. Here are the components:

Bridge: this is just an introduction. I like the word bridge through because it is a point of connection. You want to invite your students to connect with the content as something that they can relate to.

Outcomes: this is also called intended learning outcomes and in our education program we called these learning goals. I know it's very common to talk about setting SMART goals, but what this instructor talked about that I really liked was using verbs-what do I want the students to be able to do? Verbs are important in a field as abstract as philosophy so I find that helps keep me grounded. The taxonomy of the cognitive domain I've attached illustrates some useful verbs that might inspire you.

Pre-assessment: this is a really important part that I think some teachers forget or have difficulty with. If you don't know where your students are at you won't know if you are ahead or behind them. It can be as easy as asking them to help you review a concept. This can also be a good way to get student engaged.

Participatory learning: as always, active learning is huge! Lecturing at a student is nowhere near as effective as getting them to get up and DIY it with your guidance. I love having debates and discussions, and this instructor recommended an activity called a value line (it's like asking students to create a bar graph of classroom opinion by moving around the room) that I know I just have to try!

Post-assessment: here we check to see if students have met the intended learning outcomes. In depth assessment can be difficult but a quick activity can help give some formative assessment. Our instructor gave us colour cards with A,B,C, and D written on them and asked us multiple choice questions.

Summary: this is just an opportunity to wrap things up. My biggest difficulty with this part is I forget to attend to housekeeping issues at that time.

Another point this professor suggested is giving our students opportunities for anonymous feedback. I really like stop/start/continue forms for this because it inspires you to give constructive and specific criticism. We do get feedback statistics from the department, but specific feedback is much more helpful.

Next semester I wil be TAing for moral issues. Since this is a subject I'm fairly comfortable with I would like to ask to guest lecture. I'm sure these tips will be useful.