Fieldwork

Notes 7/25/13 interview day + chemistry Jeopardy class J seemed like she was nervous/quiet during the formal interview set up - but talked a lot on our way to class! J said she likes to try different schools! Says she doesn't have a lot of friends (only 2) but she tries to get along with everyone (I see her as being popular and friends with everyone! She's always talking to people in the program! How could she say she only has 2 friends?) Students are super excited about the jeopardy game - but not everyone participates (3 of the 5 ppl on team do most of the talking/discussion) - not a good way to determine understanding/T may lose some students attention when T doesn't involve everyone J definitely jumps in/thinks shes right even when it turns out shes not! Disagreement among students over point distribution T argues with students - could diffuse the energy in a more constructive manner - just explain the question again! or ask the student why they disagree! feel like the structure of the jeopardy lesson disintegrated quickly because it took a long time to do problems, or to explain problems to students who didn't understand/agree and then the students who got it right were bored and talking definitely ends up only involving certain students... T: "just google it" when a student asked how to write Lewis dot structures feel like T doesn't connect to students (what do I mean by this?) science class + lab watched Forks over Knives not just watching - also take notes on the diseases mentioned (comprehensive way to end science course) as RH is discussing points the movie is making (in depth) J not paying attention waving her homework in the air for the teachers attention (is this what a student should be focusing on? Handing in homework, getting a grade, impressing the teacher? Or should she have been paying attention to the discussion happening in the classroom?) T and RH got into discussion of should there be a law to prevent super sized meals - slippery slope the teacher says - RH understands but still argues her point in a constructive, logical manner (importance of critical thinking skills in teaching high school?) Class participation: Rh M Rh Rh R Rh Rh R J Like that T doesn't really call out people for misbehaving or falling asleep just gives students a look, knocks on the desk ,or says "hey" acknowledges it to end it, but does not allow it to take away from his teaching time or to distract other students