Correlations in the classroom
On Wednesday I got to team teach a class with Emman Delocado, who teaches 2 regular 10th grade biology classes and a special science class -which is for the top twenty students. All teachers here at Ateneo teach three classes, and while they have a Monday-Friday schedule, school ends at different times each day depending on the grade level and certain subjects. In public schools I've noticed that teachers have four lessons to teach, and sometimes there are two sessions of school, solely based on the fact that there may be 7,000 students that go to that school and not enough facilities and teachers. So here at Ateneo, each teacher has about 120 students whereas in the public school somewhere between 200 and 280 depending on the class size.
The special science class meets in an upstairs lab in the science and technology center. While the students sit in pairs, Emman has divided them in to four lab groups, named after Hufflepuff and Ravenclaw etc. While the boys were quiet initially, they warmed up quickly to the activities. We began by them working with their partner to create a ______________ about what they think Geology was about. Initially Emman had asked that I teach about the correlations between Geology and Biology and while I wanted to show slides of the research I have done at UNM with Diana Northup and cave microbiology, with the lack of internet access in the classroom and by not bringing a working powerpoint and only an i-pad, it was proving tricky. Plus, I had brought examples of minerals with me and wanted to use them. So after sharing answers and discussing what geology is about, we discussed the correlations between all sciences - primarily the ability to make good observations.
Moving to their lab tables, Griffindore and Slitheryn explore and examine the minerals I give them. I notice immediately that students are able to follow and are confident with the limited directions I give them. For example, I quickly draw a rough table on the board that I explain I want filled out, and the detail I see in their written work is wonderful. They are perceptive, intuitive and I can see that they are eager learners. They are respectful, and while some are eager to share answers, others are more reluctant to speak and it takes time and more one on one. They come up with some of the traits used to describe minerals, and are amazed that biotite and mica are not actually plastic.
Ten minutes later we return to our partner tables and I pull out the New Mexico maps. Now begins the section of the lesson where they learn a little about New Mexico, which reviewing the differences and correlations between observations and inferences. This was more of a struggle and it seemed that the students were reluctant to ask for help, or ask questions - perhaps this is a result of not wanting to appear not to be able to understand something, but perhaps more that they are shy in my presence as a guest and as a female that they don't know...a feeling that is later confirmed by Tutham. The time constraint was the biggest. The boys were engaged and responsive and had I had a week - we could have gone in to lots of detail with both labs and made great strides.
The following day I had a meeting with Emman where we discussed how things had gone and shared perspectives and observations. This is something that is formally done in the school and a useful tool for everyone....allowing for discussion and evaluation of lessons and labs and the ability to make improvements for the following year.
Despite the time constraint I am very glad I had the opportunity to teach and I learned a lot. I need to write more about the teaching modules that are used here but for now, I'll leave you with a picture of the boys...and...if you look carefully, a packet of biscochitos we celebrated the end of the class with....a taste of New Mexico.