First, let me confess, I don’t blog enough because I’m scared of what will come out. More specifically, I don’t think it will be good enough, and I don’t think it really matters. Bottom line, I think, “So What?” (can you hear Miles Davis lines when I ask that question? If so, then good).
But here’s the deal, it does matter. What I think, and what I do matters. I’m a science teacher. I know it matters. I get reinforcement from my students everyday. I have ideas that recirculate in my head, and I need to write them down. That being said, for me, writing within the throws a great week is next to impossible. I’m in it, I think about it, but I don’t make time to reflect when I’m in the moment; to be honest, I don’t have the energy to write about what’s going on, I’m putting all my available energy into teaching and improvising on lessons (hence the lack of sacred cows).
All of that being said, there has been so much cool stuff going on in my room and in my head I have to write it down. In the spirit of my homeboy and compadre, TJ Beitleman’s “Things I Love Right Now” series, I’m going to describe at least things I love about teaching mitochondrial genetics Right Now. Each idea could spawn its own blog post.”
Things I Love right now…
1) Even my best stuff (investigating mitochondrial genetics) has to be changed to fit the students I have right now (there are no sacred cows…everything is fluid).
2) My students help me see old problems in a new light and help me learn even more about concepts I have expert knowledge in.
3) Last week, three students were inspired enough to do research on rare diseases and figured out which mitochondrial disorder we were studying…on their own…they. figured. it. out. and then they came in to talk with me about it and share what they thought…and wanted to know what I thought.
4) One of my most challenging students has a real knack for molecular biology tech work, and was just a natural loading gels and working with gel boxes. It was so cool to watch, and then talk with her about it.
5) I thought this activity was a bit too complex for my student population, but I continually worked to find ways to help them make connections with the content. They are rising to the occasion.
6) I had students arguing (from evidence) about non-mendelian pedigrees and working to figure out how various symptoms related to each other and to maternal patterns of inheritance (and it’s all on DVD!)
7) Just when I thought I was over doing it an spending too much time on one activity, I saw how my mitochondrial genetics investigation uncovered 4 IB Biology Assessment Statements.
8) Scalability in education is a myth. I’m lucky to keep consistent between IB Bio sections. But really, it doesn’t make sense to remain rigid. I know my assessment statements and learning objectives, but how I teach them changes depending on the students I’m working with. Trying to develop something that works for other teachers “right out of the box” is just bullshit. It is. The best thing you can do is do the work, take each class one at a time, and work to be better each class period, and work to be better than you were the day before. That’s not my original idea, but I’ve been trying to live and work to that ideal every day.
At some point I’ll really write about a great picture of the Miles Davis Quintet playing an a high school auditorium. A high school auditorium. During an assembly. These were geniuses. Giants. The venue didn’t matter. It was the work. The music. The artistry. The chance to create something great mattered. That is the vision I have for my classroom and lab, and for my department.
See, I told you this would be sub-par. I’m worn out from teaching, but I needed to get these ideas down before another moment comes along.