Today I went to Cesar Chavez to teach a lesson about US immigration. This is not an area of significant expertise for me, but Wamiq and Mara and I put together a solid lesson. (They taught the same lesson earlier in the day.) Class started a little late and the end of the day announcements began early so it was challenging to pack in everything I had planned, but I did cover much of the lesson and most students were engaged. They had a number of questions about US immigration policy and were responsive to questions. One of the students is writing her thesis on this topic so I gave her my email in case she wanted help with some sources.
This lesson reiterated to me that I should focus on one or two key points and not try to pack too many different points into the lesson. While teaching I feel like I want to expose them to as many ideas and facts as possible, but this desire needs to be stifled sometimes. Twice I have had the afternoon bell ring while still trying to finish, which makes closing the lesson difficult.
I stayed and spoke with the teacher after school. She mentioned that the students are 3-5 years behind grade level. This was not especially obvious in the class, because the students get things quickly and easily analyze concepts, but she said it is evident in their writing. It struck me when she said that another teacher had made an allusion to the Scarlett Letter and the students did not know what she was talking about. In fact, they have not been exposed to to many of the books most of us read in high school.
Wednesday, March 19, 2008
Sunday, March 9, 2008
Inconvenient Truths and Other Fun Topics
Because I felt the need to shore up on my knowledge of carbon footprints and other related issues, I was excited to teach a lesson to sixth graders on global warming at Paul Public Charter School with my partner, Ioannis Saratsis. While I do love the opportunity to teach lessons on topics I'm very familiar with, the fact that I am not an expert on global warming actually helped me approach the issue with all the questions in mind that somebody else who might not be an expert on global warming—such as a sixth grader—might be quick to ask. And these questions helped guide my preparation. Additionally, it was also helpful to have a lesson plan that outlined, in a systematic way, a plan of action for teaching and interacting with the students.
The lesson went very smoothly. After a short quiz, we went through our mini-lessons, which highlighted both public policies and scientific findings related to global warming. I didn't just read from our prepared lesson plan, but also tried to incorporate the students' questions, drawing on both my lesson plan and facts that I probably learned in my own middle school science courses. At one point, in response to a random question about ice ages, I was surprised to remember that the gravitational pull of other planets helps prevent large asteroids from hitting earth (right?). Anyway, at least in that instance, I was able to allay some fears about the future of earth. Our interactive activity involved breaking the students up into groups that represented the various bodies that are very active in environmental debates, such as legislators and activists. We asked the students to provide recommendations based on the priorities of their real-life counterparts. The very enterprising "U.S. Senators" quickly used the opportunity to draft legislation on the U.S. role in dealing with the problems plaguing the environment.
At the end of the lesson, one very eager, intellectually curious student recommended I watch the interesting PBS special on global warming that she had just seen. In so many ways, actually, I do feel like both the students and I learned a great deal from this lesson.
Written by Jorge
The lesson went very smoothly. After a short quiz, we went through our mini-lessons, which highlighted both public policies and scientific findings related to global warming. I didn't just read from our prepared lesson plan, but also tried to incorporate the students' questions, drawing on both my lesson plan and facts that I probably learned in my own middle school science courses. At one point, in response to a random question about ice ages, I was surprised to remember that the gravitational pull of other planets helps prevent large asteroids from hitting earth (right?). Anyway, at least in that instance, I was able to allay some fears about the future of earth. Our interactive activity involved breaking the students up into groups that represented the various bodies that are very active in environmental debates, such as legislators and activists. We asked the students to provide recommendations based on the priorities of their real-life counterparts. The very enterprising "U.S. Senators" quickly used the opportunity to draft legislation on the U.S. role in dealing with the problems plaguing the environment.
At the end of the lesson, one very eager, intellectually curious student recommended I watch the interesting PBS special on global warming that she had just seen. In so many ways, actually, I do feel like both the students and I learned a great deal from this lesson.
Written by Jorge
Sunday, March 2, 2008
Elections at TMA
It was great to get back in the classroom and I think we had a very interesting topic. Teaching about elections and how that impacts foreign policy was very timely. I liked the dynamic of having two sets of TCV's teaching the same lesson. I think the preparation prior to the actual teaching went very well. Lucy, Ray, and Jumaina all gathered the first time and the four of us got together the night before. I thought the classroom time went very well and the students were quite engaged. The topic of elections gave us significant ground to work with. From speaking with Lucy and Ray it sounds like they had a very positive session as well.
I was very pleased to learn that the students were very engaged not only in elections in general, but particularly this year’s presidential race. The simulated caucus was quite a hit. I think the students really enjoyed it and we had some very interesting exchanges as they tried to persuade their fellow students to back a certain candidate.
I think having flexibility in lesson plan is key. Jumaina and I had the 40 minute class period which went very quickly. I have found the best periods within the lesson are those when we can build off how the students respond as we find out more of what they are interested in. For example Rebecca’s classroom had materials related to the Darfur situation. They were very engaged when we spoke about the Kenyan elections and how that has impacted the delivery of relief materials from the Port of Mombasa. I think Jumaina's work on the Pakistani elections resonated with them as the events surrounding it are very current. In general they were quite interested in what we worked on and the experiences we have had that led to working in this field.
It was very positive to work with Ray, Lucy, and Jumaina. I have been involved with Thurgood Marshall Academy the past two school years and I am very happy to see TMA partnered with YPFP-C.
I was very pleased to learn that the students were very engaged not only in elections in general, but particularly this year’s presidential race. The simulated caucus was quite a hit. I think the students really enjoyed it and we had some very interesting exchanges as they tried to persuade their fellow students to back a certain candidate.
I think having flexibility in lesson plan is key. Jumaina and I had the 40 minute class period which went very quickly. I have found the best periods within the lesson are those when we can build off how the students respond as we find out more of what they are interested in. For example Rebecca’s classroom had materials related to the Darfur situation. They were very engaged when we spoke about the Kenyan elections and how that has impacted the delivery of relief materials from the Port of Mombasa. I think Jumaina's work on the Pakistani elections resonated with them as the events surrounding it are very current. In general they were quite interested in what we worked on and the experiences we have had that led to working in this field.
It was very positive to work with Ray, Lucy, and Jumaina. I have been involved with Thurgood Marshall Academy the past two school years and I am very happy to see TMA partnered with YPFP-C.
Thursday, February 28, 2008
Training for YPFP-C
On Saturday, February 9, a new group of Teacher Corp Volunteers (TCVs) was introduced to YPFP in the Classroom. After a rousing icebreaker, the new TVCs heard from a panel of current volunteers, learned the protocols and procedures for lesson planning and classroom placement, learned from two experts and brainstormed and presented lesson ideas of their own. We look forward to working with this new and enthusiastic group!
Wednesday, February 6, 2008
First Time
It was exciting to enter the classroom as a TCV for the first time and I felt the activity went well overall. The people at Cesar Chavez PCHS were great. I was fortunate to be paired up with Keith Bocian who had taught a lesson previously. It worked out well to meet up after we both had done some baseline reading. We were able to develop a flexible framework to go off that drew from the lesson plan that had been prepared for global water futures.
We both arrived at the school early and had ample time to get set for the lesson. Mr. Zand was quite enthusiastic and I would suspect that is a common trait amongst the teachers participating in the program. I think having easy stuff that can be drawn on a whiteboard worked well; we used the Stephen Covey 4 quadrant diagram as well as Maslow’s Hierarchy of Needs. I feel they both helped us communicate the material more effectively.
Having a loose outline proved beneficial. We both had instances where we were able to interject in an area the other was speaking to. This helped maintain a flow and I was pleased the students were engaged throughout the entire period. As Keith wrote we had a fairly small group in this rigorous course, but they were all able to respond throughout the period.
The students showed interest in our personal backgrounds which was great. This allowed us to speak to post-secondary options and how those decisions led us to this point (although not the explicit purpose, I felt that was very complimentary). The final part of the period was an excellent back and forth on experiences that we have had working in foreign policy.
The night before the lesson I had laid out a world map with some sticky tack as I did not know the setup of the classroom. Of course I forgot it, but that may be a good thing to bring regardless of the subject matter in the future.
It sounds like the program is really in high gear and I am very pleased to be part of it. See you next time………
We both arrived at the school early and had ample time to get set for the lesson. Mr. Zand was quite enthusiastic and I would suspect that is a common trait amongst the teachers participating in the program. I think having easy stuff that can be drawn on a whiteboard worked well; we used the Stephen Covey 4 quadrant diagram as well as Maslow’s Hierarchy of Needs. I feel they both helped us communicate the material more effectively.
Having a loose outline proved beneficial. We both had instances where we were able to interject in an area the other was speaking to. This helped maintain a flow and I was pleased the students were engaged throughout the entire period. As Keith wrote we had a fairly small group in this rigorous course, but they were all able to respond throughout the period.
The students showed interest in our personal backgrounds which was great. This allowed us to speak to post-secondary options and how those decisions led us to this point (although not the explicit purpose, I felt that was very complimentary). The final part of the period was an excellent back and forth on experiences that we have had working in foreign policy.
The night before the lesson I had laid out a world map with some sticky tack as I did not know the setup of the classroom. Of course I forgot it, but that may be a good thing to bring regardless of the subject matter in the future.
It sounds like the program is really in high gear and I am very pleased to be part of it. See you next time………
Saturday, February 2, 2008
Global Water Futures
All,
This was my second time volunteering with YPFP-Classroom (it's a little addictive). I partnered with Justin Goldman to teach a class on global water futures to a group of 11th and 12th graders. Since neither of us were experts on the subject, Justin and I did some research (googling), then met to have coffee and figure out our approach. Our lesson plan ended up being a blend of some ideas we had from our own experience and a lesson plan previously prepared by another YPFP-Classroom volunteer.
Justin and I made our way independently to Cesar Chavez on the day of the class. I took the metro and walked across a bridge and a few blocks distance to the school. Justin and I then met in the school office, where a nice lady showed us to coffee and indicated where we could find the teacher. A short way down the hall, we met up with Mr. Zand, who was excited and friendly. He showed us to the classroom, where we had a chance to set up in advance of class. Fortunately, we hadn't planned a powerpoint presentation or anything that would require a computer, since they didn't have one available. When class started, Justin and I introduced ourselves to his pre-calculus students (there were just five students - eight or so had dropped the class earlier that semester), and began with an exercise to involve the students (what they did in the morning, when they got up) and compared it to the schedule of a Ghanian girl who needed to collect water for her family. Then we launched into the other stuff...
The best part of the class wasn't the lesson, but instead was the interaction with the students. Some of them were thinking about going to college, and wanted to know what it was like. Another student asked "why did you choose to get involved in foreign policy?" I felt that through our interaction with these Juniors and Seniors, Justin and I were able to expose the students to an entirely different set of experiences than they've thus far encountered. And certainly, teaching with YPFP has given me a broader perspective. And that, to me, is precisely what YPFP-Classroom is about - bringing that perspective to both the students and the volunteer.
This was my second time volunteering with YPFP-Classroom (it's a little addictive). I partnered with Justin Goldman to teach a class on global water futures to a group of 11th and 12th graders. Since neither of us were experts on the subject, Justin and I did some research (googling), then met to have coffee and figure out our approach. Our lesson plan ended up being a blend of some ideas we had from our own experience and a lesson plan previously prepared by another YPFP-Classroom volunteer.
Justin and I made our way independently to Cesar Chavez on the day of the class. I took the metro and walked across a bridge and a few blocks distance to the school. Justin and I then met in the school office, where a nice lady showed us to coffee and indicated where we could find the teacher. A short way down the hall, we met up with Mr. Zand, who was excited and friendly. He showed us to the classroom, where we had a chance to set up in advance of class. Fortunately, we hadn't planned a powerpoint presentation or anything that would require a computer, since they didn't have one available. When class started, Justin and I introduced ourselves to his pre-calculus students (there were just five students - eight or so had dropped the class earlier that semester), and began with an exercise to involve the students (what they did in the morning, when they got up) and compared it to the schedule of a Ghanian girl who needed to collect water for her family. Then we launched into the other stuff...
The best part of the class wasn't the lesson, but instead was the interaction with the students. Some of them were thinking about going to college, and wanted to know what it was like. Another student asked "why did you choose to get involved in foreign policy?" I felt that through our interaction with these Juniors and Seniors, Justin and I were able to expose the students to an entirely different set of experiences than they've thus far encountered. And certainly, teaching with YPFP has given me a broader perspective. And that, to me, is precisely what YPFP-Classroom is about - bringing that perspective to both the students and the volunteer.
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