Earwax, possibly? Or temporary narcolepsy?
Ok, so tonight in methods class we all taught a discrepant event, which was fun for the most part. Watching each other play with fire, blow air, & generally make a mess is a nice change from the normal routine (which isn't so bad, as classes go this semester).
Anyway, I had the ambiguous advantage/curse of being one of the last to present. So, I'd had time to listen to the evaluator's comments, mentally revise my approach, etc. I went through my ordeal, felt like I asked the appropriate questions, elicited ample audience participation, and used a relevant example from real life. Felt like my cute little dancing grapes went over fairly well, and illustrated polar/nonpolar molecules beautifully. Prof's analysis was, "that's a nice twist, I've seen that done with raisins." And then, "I really wish you had asked us to predict what was going to happen." I'm all for constructive criticism, but I was doing some serious mental head-scratching & replaying the last 10 minutes. Ummm, I did ask you those very questions? Hello? Where were you?
Another student commented on the demo as we transitioned to the next one, and he seemed to agree that I had asked those questions. Maybe I just didn't allow enough wait time. Quite possible, since I have issues with patience anyway. Grrrrrr. Anyway, I'm just concerned that the prof, who gives out grades, wasn't listening very well, since he didn't even think I had asked the questions. Grades aren't everything I guess.
In retrospect, several classmates gave me positive feedback, including one who said, "Yeah, I actually understood the science behind yours!" Isn't that the point of teaching? In actuality, they are the ones whom the demos will benefit, so I should just get a grip (and some perspective). Helping out future science teachers is more advantageous to a decent grade in the long run I suppose.
But still... was he listening?!
Anyway, I had the ambiguous advantage/curse of being one of the last to present. So, I'd had time to listen to the evaluator's comments, mentally revise my approach, etc. I went through my ordeal, felt like I asked the appropriate questions, elicited ample audience participation, and used a relevant example from real life. Felt like my cute little dancing grapes went over fairly well, and illustrated polar/nonpolar molecules beautifully. Prof's analysis was, "that's a nice twist, I've seen that done with raisins." And then, "I really wish you had asked us to predict what was going to happen." I'm all for constructive criticism, but I was doing some serious mental head-scratching & replaying the last 10 minutes. Ummm, I did ask you those very questions? Hello? Where were you?
Another student commented on the demo as we transitioned to the next one, and he seemed to agree that I had asked those questions. Maybe I just didn't allow enough wait time. Quite possible, since I have issues with patience anyway. Grrrrrr. Anyway, I'm just concerned that the prof, who gives out grades, wasn't listening very well, since he didn't even think I had asked the questions. Grades aren't everything I guess.
In retrospect, several classmates gave me positive feedback, including one who said, "Yeah, I actually understood the science behind yours!" Isn't that the point of teaching? In actuality, they are the ones whom the demos will benefit, so I should just get a grip (and some perspective). Helping out future science teachers is more advantageous to a decent grade in the long run I suppose.
But still... was he listening?!
posted by Kat at
10:05 PM
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