The Very Spring and Root

An engineer's adventures in education (and other musings).

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Feeling Teachery

I have survived.

September and October were pretty grim months. After a honeymoon period that lasted a little less than a week, I began a steady slide into some of the hardest weeks of my life. As my freshmen felt their high school jitters wear off and my juniors had finished scoping out my weaknesses, the real battle for sanity began.

It wasn’t until the last couple of weeks before the winter recess that I truly felt like things were approaching a modicum of stability. I’m still tired, but I think that’s normal. I have no idea how the rest of the year is going to go, but I can at least reflect on the last four months.

Looking back on it, I think I can reconstruct a few lessons learned for any future new teachers.

1. Nothing else matters if you cannot control your classroom.

I know, you’re a stubborn idealist and waiting to get started reforming education for a future enlightened democracy. But take the high-minded ideals about liberating education and democratic classrooms, the bold plans for discussion-based inquiry, and your folder brimming with ideas for weekly project-based learning, and set it aside. At least for the first few months of teaching full time.

Instead, attend to the basics and make sure you have them down pat: Clear rules and expectations, with ready short responses for the inevitable “why?”. A posted chain of consequences that you will stick to with no exceptions. A plan for how you will hit your educator evaluation targets. The first two weeks of lessons planned (not just bulleted, PLANNED TO THE DETAIL) in advance.

And, critically, an airtight system for organizing paperwork by graded/not-graded, which block, handout-and-keep, handout-and-return, late work (and associated penalties), late work due to excused absence, makeup work, makeup exams, answer keys, advisory, notices to students from administration, extra credit, extracurriculars, and every other type of document you can think of… because the paperwork will come in a flood and it will never let up. Ever.

Once you have a consistently safe environment for learning that doesn’t make you feel like you are drowning, then you can move on to bigger and better things like those inquiry-based project discussions.

My residency year was spent at a great school with great students that taught me a lot about many things except what I now believe is the single most important skill: solo classroom management under constantly adversarial circumstances, all day every day week after week.

If you are unsure how to get started, I recommend Rick Smith’s Conscious Classroom Management as a reference that helped me out immensely.

I’ll say again: NOTHING ELSE WILL WORK if you cannot control your classroom. It has only been quite recently that I’ve felt confident enough to move much beyond making sure that basic goal is met.

2. Steal everything.

I still haven’t quite internalized that I really do not need to homeroll every little part of my curriculum and logistics. Stop reinventing the wheel, use what’s already out there, and ramp up your own style slowly over time. I’ve got years and years to hone my own style and invent my own methods. I don’t need to do that in the hardest phase of my teaching career.

As a first year teacher, it will not be resources you need. There are hundreds, if not thousands of great resources on teaching, education, science, inquiry, labs, etc. People still keep trying to give me workbooks, websites, curricula, and lab equipment that I will put in my back closet and not look at again until next summer. What you will really need is time, which is the one thing no one can give you more of. You need to make more of it yourself (where possible) by choosing how you will approach your work.

3. Families are your best allies.

Even my most difficult alpha-males, the ones who seemed to be hell-bent on locking horns day after day, were just looking for evidence that I will provide a safe and secure environment. Getting families on board with that plan is a good way to convince those students that a) you care, and b) you will not be letting them off the hook. Further, calling home with compliments gives them positive incentive to perform well. Deep down, all kids want to succeed and be seen as successful, even if they do not want to admit it.

4. Make time for your support network.

They say the first year of teaching is the hardest year, and the first quarter of any teaching year is the hardest quarter. It stands to reason then, that the first quarter of the first year of teaching is a double dose of difficult. There is absolutely no reason to go it alone.

I went through Boston Teacher Residency. Its cohort model of training meant that I went into teaching with a strong corps of friends and colleagues that I could call on for support and collaboration, which is one of the great benefits of the residency model. Even if you didn’t go through such a program and feel like you don’t have allies, find them. In your school, in other schools, or on the web.

5. A supportive administration and staff change everything. My colleagues at my school have been amazing — offering ideas, support, solid backup on discipline, and even offering to help grade. Compared to the horror stories I have heard from some other schools, I count myself very lucky in this regard. Teachers don’t often have much of a choice in the character of their colleagues and supervisors, but if it is at all possible, trade whatever you can for good people on your side.

That’s the top five reflections so far. I definitely don’t have it all figured out yet — in fact, one thing I enjoy about this profession is that the opportunities to improve seem endless. But it’s getting better. Especially now that I’ve had a few days to rest, I am looking forward to seeing how the rest of the year plays out.



Was the Big Bang Like Freezing Ice?

ikenbot:

Was the Big Bang Like Water Freezing into Ice?

How did the universe begin? The Big Bang is traditionally envisioned as the moment when an infinitely dense bundle of energy suddenly burst outward, expanding in three spatial directions and gradually cooling down as it did so. Now, a team of physicists says the Big Bang should be modeled as a phase change: the moment when an amorphous, formless universe analogous to liquid water cooled and suddenly crystallized to form four-dimensional space-time, analogous to ice.

Image: The Big Bang may have been the moment that a water-like universe froze to form the ice-like universe we see today, a new theory holds.

In the new study, lead author James Quach and colleagues at the University of Melbourne in Australia say the hypothesis can be tested by looking for defects that would have formed in the structure of space-time when the universe crystallized.

“Think of the early universe as being like a liquid,” Quach said in a statement. “Then as the universe cools, it ‘crystallises’ into the three spatial and one time dimension that we see today. Theorized this way, as the universe cools, we would expect that cracks should form, similar to the way cracks are formed when water freezes into ice.”

If they exist, these cracks should be detectable, the researchers said, because light and other particles would bend or reflect off of them as they trek across the cosmos.

The notion that space and time are emergent properties that suddenly materialized out of an amorphous state was first put forth by physicists at Canada’s Perimeter Institute in 2006. Called “quantum graphity,” the theory holds that the four-dimensional geometry of space-time discovered by Albert Einstein is not fundamental; instead, space-time is a lattice constructed of discrete space-time building blocks, just like matter looks continuous, but is actually made of building blocks called atoms.

Originally, at extremely high temperatures, the building blocks were like liquid water: they contained no structure, “representing a state with no space,” the researchers wrote in their paper. At the moment of the Big Bang, when the temperature in the universe dropped to the space-time building blocks’ “freezing point,” they crystallized to form the four-dimensional lattice we observe today.

The math describing the theory checks out, but “the challenge has been that these building blocks of space are very small, and so impossible to see directly,” Quach explained. From the human vantage point, space-time looks smooth and continuous.

However, while the building blocks themselves might be too small to detect, the physicists hope to observe the boundaries that would have formed as regions of crystallizing building blocks butted against one another at the time of the Big Bang, creating “cracks” in the universe. More work is needed to predict the average distance between the cracks — it isn’t known whether they are microscopic, or light-years apart — in order to characterize their effects on particles.

The research by Quach and his team is detailed in this month’s edition of the journal Physical Review D.




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