A requirement of the after-school program was that I had to teach at least two times during the week. I thought that I’d have a tough time meeting that while maintaining 40 hours at my real career, but I still agreed to a third class. How could I pass - it was close to home and on Friday, my day to work from home.
Almost all these K-2 students knew the three main types of clouds (cumulus, stratus, and cirrus) and the basics of the water cycle (water evaporates into clouds and precipitates down), but unlike the other two classes this week, they did not know about acid rain. I had the pleasure to introduce it to them.
To start, we measured the acidity of tap water. Most kids got a pH of 7 – perfect!
I added some vinegar to the tap water and all kids got a pH less than 7 – acidic!
On to rain water. Ah, the ideal opportunity to introduce the scientific method.
Step 1. Observe – looks like water doesn’t smell like the acidic vinegar.
Step 2. Predict/hypothesize: The students guessed it would be acidic and would have a pH less than 7.
Step 3. Experiment/test: All kids got a pH less than 7.
Step 4. Report: Our rain water was acidic – it was acid rain!
Third class for the week, and I don't think it could have gone better. Third time was a charm!
Wednesday, November 4, 2009
Fear tactic
I really wanted to avoid fear as a motivator for good behavior, but then I started thinking…what made me behave as a child and even through my adolescence? Fear of my parents! I have a good relationship with them now so using fear as a motivator can’t be all that bad.
Last Thursday, I got into my after-school classroom, set up, and decided today was not going to get out of hand. That parent from the previous week who had graciously agreed to volunteer wasn’t there. It was me and 20 K-2 students.
I called roll and explained we were moving to the 3-strike system. Strike one was a courteous warning. At, strike two they would have sit on the side and write a letter to their parent/s explaining why they weren’t getting the take home. And, strike three – no take home.
Things started off well. The problem came after giving them things to touch and trying to real them back in. I asked for their attention two times – nothing. The third time I said loudly, “Strike one.” That was it – all eyes were on me and the room was silent. I quickly completed my lesson and we moved on to making the take home.
Everyone went home that day happy, including that parent who just happened to show up late.
Last Thursday, I got into my after-school classroom, set up, and decided today was not going to get out of hand. That parent from the previous week who had graciously agreed to volunteer wasn’t there. It was me and 20 K-2 students.
I called roll and explained we were moving to the 3-strike system. Strike one was a courteous warning. At, strike two they would have sit on the side and write a letter to their parent/s explaining why they weren’t getting the take home. And, strike three – no take home.
Things started off well. The problem came after giving them things to touch and trying to real them back in. I asked for their attention two times – nothing. The third time I said loudly, “Strike one.” That was it – all eyes were on me and the room was silent. I quickly completed my lesson and we moved on to making the take home.
Everyone went home that day happy, including that parent who just happened to show up late.
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