Challenge Yourself!

What are the experiences in life that yielded within you maximum growth or that you are most proud of? More than likely such affairs involved exiting your comfort zone and/or experiencing challenge or struggle.

In watching students pass through my classroom I have the opportunity to see how certain approaches yield the most significant results. And this is not about “getting the grade” or “getting that amazing IB score", it’s about personal growth and development. It’s about establishing patterns of hard work. It’s about the desire to learn as much as possible and to be the best that you can be.

This year I had the amazing opportunity of advising two students through extended essays (independent, self-directed research culminating in a 4000-word paper) in Science. I might be biased, but doing an extended essay in Science takes a bit of courage and a lot of work that some of the other disciplines don’t require. Not only do the science students have the same expectations regarding research and the written word, but they are also required to produce an original scientific experiment.

One student chose to research and work on a chemical on which there is hardly any literature available. As a result she had to research and make connections between similarly structured chemicals. Her idea required hours in the lab generating a calibration curve and troubleshooting how she would manipulate the independent variable, before even performing her ultimate experiment.  The final results were that the independent variable did not have an effect on what she was studying, a conclusion that initially came as a crushing blow. However, she picked herself up, learning that this is also part of Science and that such results are valuable. She pressed on to put together a thorough and coherent report despite feeling discouraged and ever so “done” with her project. She shared that she had truly learned the meaning and value of perseverance.

The other student built his own electrophoresis apparatus! He also passed hours in the lab just trying to get his protocol to work. He dedicated an entire week out of his summer coming in every day, all day, to work on his experiment. Then school started and he averaged about 10 hours a week through the first semester. I was getting ready to have the conversation with him that he might want to consider another topic. However, that very morning he was able to visualize genomic DNA in his gel. He announced this breakthrough in homeroom and every single student in the senior class cheered for him as they all knew how hard he’d been working. He went on to perform a most interesting, original, and very involved experiment with his set-up. He told me during the viva voce (the final interview with the advisor) that he “learned the importance of trial and error and to never give up.”

In another area of IB curriculum, a student at our school elected to take the Dutch Language B course of study.  Language B is designed for non-native speakers of a language with 2-3 years of background in the language. This student had one year of Dutch language before the IB DP years. She took a 2-week language course in Belgium to help herself prepare. This experience alone was agonizing as she was the only English speaker at the camp. All other students were native French speakers coming to the camp to learn either Dutch or English and she was compelled to rely exclusively on her “broken Dutch” to communicate. However, she returned with increased language skills and embarked on a committed journey to learn as much Dutch as she could. She ended up earning a “5” out of “7” on the IB exam and now claims that that score means more to her than any other as it represents how far she came.  She accomplished what many assert isn’t possible: to succeed on an IB Language B exam with so little initial exposure to the language. Additionally, she learned of the growth, personal development, sense of achievement, and empowerment that comes from exiting your comfort zone and tackling the impossible.

Another student has been exceedingly dedicated in all of her classes. However, she desperately wanted to bring her math skills up significantly. So, she focused with fervor on practicing her math. Hours and hours were spent on becoming a better math student. And, she demonstrated huge success on her mock exams this past December. She continues to heed the advice of each of her teachers as she prepares for the May exams, not slacking for even a minute. It hasn’t been easy but it’s clear she’s learned the value of sheer hard work.

What makes these examples special is that each student chose paths of challenge. Adversity wasn’t just thrust upon them. They knew they were taking a less traveled path and I think this element of choice makes their journey all the more enriching for them and inspiring to me.

It isn’t too late for the rest of us! We are faced on a regular basis to take an easier route or a more demanding enriching route. This year I took on three new curriculums! Both struggle and joy have enveloped me. I’ve learned and grown as a teacher and as a person as I dealt with very new issues in the classroom. And next year I will be teaching robotics and Computer Automated Design (CAD). I look forward to this experience and anticipate that it will be invigorating, mind stretching, and character building.

My question today is, what new challenge are you ready to embrace?

MS Drama Festival: A Science Teacher’s Perspective

“Would you be a leader for one of the groups during the drama festival?”

It seemed like an innocuous request. After checking my class and curriculum schedules, I agreed. Before I knew it, I was carried away in a 3-day adventure of guiding students through the artistic process of modifying a fairy tale into their own creation of a playlet.

There we sat on Day 1 with the fairy tale in hand, reading through the story my group had selected. In observing this little assembly of 6-8th graders struggle to just read and comprehend the 2-page fairy tale, it was unclear to me how they would eventually generate an original script of their own. However, trusting the guidelines of our amazing drama teacher, I embarked on the coaching process of encouraging the students to brainstorm about themes, characters, plot, and setting. Ere long they were engaged and their story began to unfold! What a thrill to take a step back and let them share ideas and create.

At one point students were given the task to take what they had and just start acting it out. They stood there looking at me like, “Seriously? What are we supposed to say?” However, shortly their improvisation skills took hold and slowly a script began to emerge!

Indeed the classic story of Rumplestiltskin was evolving into a modern tale of an evil mother, a cash-generating printer, a daughter, homeless children, and a new Rumplestilitskin.

Throughout Day 2 the students continued to develop characters and refine their script. It was amazing to see how far they’d come since 8:30 the morning before! Then they began to think about props and staging. One of them had a great idea for making a jail.  To work we went and it turned out perfectly!

One boy requested more lines. As we were developing his character I made a suggestion for him to insert a line about an idea the students were throwing around. He responded, “Why me?” and I reminded, “You asked for more lines.” “Oh yeah,” he replied. The students practiced their play and coached and encouraged each other throughout the process. For me the biggest challenge was to make them to SPEAK OUT!

On Day 3 we faced the tech rehearsal. Two of the students in the group were assigned to the tech role in which they downloaded and assembled sound effects for the play. So, the rest of the group had come up with ideas for the tech boys and we arrived at our rehearsal prepared to try it all out.  However, the tech teacher approached me with the question, “What lighting cues do you have?” This is when the realization hits me that I am totally out of my element. “Well, what are my options?”  After he responds, I attempt to give him some perspective by saying, “This is like me asking you to fill in the blank. Van der Waals, Schroedinger, or Sertoli. You choose. Pick one.” He laughed out loud but still couldn’t fully grasp that I remained clueless.

In any case, we survived the tech rehearsal and the students walked away slightly more confident having tried everything out on the stage.  After a few minor adjustments and last minute preparations, they were ready to perform!

Along with four other groups who had undergone the same transformation over the 3-day period of the drama festival, my students performed their piece late in the afternoon to our parent and student community.  All five performances were entertaining and unique! It was a huge success and each group came off the stage flushed with excitement.

It’s true, the students missed three days of classes but they gained much from the experience including, but not limited to: empowerment from the creative process, benefits of collaboration, joy in helping each other out, satisfaction of accomplishment, challenge in putting together a story, skill of scripting, and the thrill of performing. Yes, as a science teacher I once again advocate for the arts. Students need these adventures as much as they need lessons of math and science.

After their performance, as our group was waiting for the others to finish, one student (who just a week ago claimed he was too nervous to act) said to me, “You know what the best part about this was? Well, all three days and then the moment just before the curtain went up for us to perform" Doesn’t that say it all? Support the arts!

 

 

 

 

Sometimes, in the moment, it’s just too much. So, take a break!

It is the end of the day. It’s Friday. There are 30 minutes of school remaining. The entire class is a bit late, probably because of some other IB deadlines. They literally straggle in and plop down in their seats. An atmosphere of exhaustion hangs in the air. I know one student is operating on 20 minutes of sleep from the night before.

Making mug racks for part of a CAS project

Earlier in the day these four delivered their CAS presentations. Each presentation was full of activities that the student participated for their Community Action and Service (CAS) portion of their IB program. Impressive was the volume of activities each individual participated in over the past two years. Noteworthy was each individual reflection on his/her involvement, struggles, and what was learned from the experiences. They allowed themselves to be vulnerable, not necessarily an easy task for 16-18 year olds.

In addition to the CAS presentations, the day had been filled with final submissions for internal assessments, Extended Essays, and Theory of Knowledge essays for the IB.  I had perused the Extended Essay titles that morning: what an impressive stack of work. This pile of papers was evidence of what these students have recently produced. It represents long hours, late nights, and commitment to their studies.

IA work

I know the quality of the Biology Internal Assessments. My class has exceeded my expectation by actually heeding my advice over the last two years! They accepted and applied feedback throughout the course. Then, as they prepared their final internal assessments, they helped each other out, pouring over the rubrics and giving feedback to each other as they each finalized their work.  With pride those papers will be put in the mail to be sent off for moderation. Having worked with the students closely, it is clear they put forth their best effort, challenged themselves, struggled, and stretched themselves. And, they thereby grew from the process.

Here they sit. Wiped out. Without a doubt, the plans I have for review are, in this moment, too much. I suggest they can just go home and rest (especially the one with only 20 minutes of sleep) or they can relax for a couple of minutes. The 20-minute guy, who lives literally across the street from the school, replies, “I think I’ll just chill here for a few minutes” and then I realize he’s too tired to even cross the street right now!

I think it was this time last year, when my own children were going through the IB, that I wrote a post questioning whether the IB is worth it.  Right now, all over the world IB students are feeling the crunch and pressure of the rigor of the program.

So, we just take a step back. They share their hopes for university, their favorite form of exercise, and their summer plans. And it feels really good. Their curved shoulders straighten a bit. They smile. And in 30 minutes they are ready to move again. Their homework for the weekend? To relax and to rest. We’ll begin serious review next week.

I stepped back by taking a day for walking around Rotterdam and taking photographs.

Having also succumbed to over exertion, my Saturday was spent on a little “time-out” as well just taking photographs and spending some time with friends.

Over the weekend I received an email from a friend in which she wrote, “So I decided that on Friday I NEEDED to rest. I couldn't not rest. I hit a wall. Mentally, Emotionally. Physically. Spiritually. So, I decided to take some time and actually rest and not give myself guilt for it.” It reminded me of my IB students and many who are pushing themselves to their limits.  To all I say, it’s OK to stop and take a step back. Rest and reflect. In the end, this is what will make you stronger and more able to carry on.​