Training:
This is probably the best I've trained for a half, up until a month ago. I had a nagging hip ache for a while, and starting about 4 weeks ago, I was forced to start resting it. Prior to that, I had been training about 8 hours per week of running/biking/swimming thanks to my new triathlon coach, including about 20 miles per week of running. After that, I was down to about half of that training, with under 10 miles per week of running. My last long run was 4 weeks ago and only 11 miles, although I was happy with how fast it went. I skipped two 13-milers, so I was pretty nervous going into this race. I did a fast-ish 7-miler last weekend, with the last 5 miles at around 11 min/mi.
About 2 weeks ago, it dawned on me that the race was a lot hillier than what I was used to. I knew this when I signed up, and all the times I avoided hills during training, but just sort of...forgot.
Prior to the injury, I had been hoping for 2:24 (11 min/mi), but now I was going for a PR (what I remembered as 2:32, but I just checked and it was 2:31:11 - oops, that was almost a huge disappointment). I was planning on starting out between 11:30 and 11:45 per mile (so just to PR), and re-evaluating at mile 7. I forgot about the hills.
Pre-race:
The race was in Philadelphia, which is about 90 minutes from where I live. My parents were driving down from Long Island to join my husband and me for the weekend (thanks Mom and Dad!). Other than that, I pretty much did everything wrong to prepare for the race.
The day before, I walked around a lot (over 10,000 steps for the day). I walked around Princeton with some friends, and had a rich lunch and lunchtime drink. I walked around Reading Terminal Market (pretty much my favorite place in Philadephia, because I really love food) purchasing all of my post-race treats (cheese, beef prosciutto, donuts). Then we all went out for dinner (my friend Dani joined us as well) at an absolutely wonderful restaurant. The food was delicious - and rich, and filling. I had another drink and ate a little too much. I didn't go to sleep when I should, because I don't have a TV in my bedroom in my apartment, so hotel bed TV-watching is always a treat. I spent a lot of time worrying about what to wear and how to pace.
The hotel pillows were the absolute pillows I have every seen. They were small squares that were way too high. It probably wouldn't have been so much of a problem if I wasn't so anxious about the race, but I ended up waking up at about midnight and using my husband's sweater as a pillow. I woke up at 7AM (pretty late for a race, woohoo) and had a soft pretzel (a favorite pre-race treat for me). My tummy was a little upset, so I hung out in the bathroom for a while and then popped an Immodium. I packed some tissues in my pocket, and my parents, Tim, Dani, and I piled into the car to drive to the race.
The race was at a beautiful (hilly) park in Northeast Philadelphia called Pennypack Park (fun to say - you should try it). My parents dropped Tim, Dani, and me off at the park, while they drove around for a while. There was no parking left at the park, and they were planning on getting food while I ran and then meet me at the finish. I went over and got my race packet, used the Port-o-potty one last time, and hung out with my husband and friend until the start of the race.
The race was Oktoberfest themed, so there was a guy playing the accordion at the start line. Pretty cool.
I'm pretty sure my race performance was due to lack of training on challenging terrain, but I'm going to blame everything else for now (dinner, the pillows, and all).
Race:
The weather was 58 and cloudy, with a few sprinkles throughout the race. I was dressed perfectly, in Underarmour running tights, an Underarmour t-shirt, a reflective vest (silly-looking, but plenty of pocket space for my phone and snacks), and arm-warmers. I spent all morning trying to decide whether to listen to an audiobook (but if I can't follow it, I might miss something important), a podcast (This American Life, but it sounded like a pretty heavy episode), or music (I don't usually train with music, so I will I get bored after 2 hours?). I chose music, and started with Ke Bolela by Matsieng, my favorite artist from Botswana (sometimes my semester abroad comes back to visit). I popped half a pack of Clif Shot Bloks (black cherry with caffeine), and was ready to go.
The race started, and although the race had advertised the widest starting line that allowed everyone to start up front, I ended up taking about 20 seconds to cross the start line (according to the official results).
Miles 1-3: The race started out very crowded, and I was lucky to be in between people at approximately the right pace. The course started with a few miles of paved, rolling hills, but I felt great and so I powered through them. Around the first mile-marker, I came across a race-walker that I later found out was named Tim. Good name. I realized early on that I needed help holding back my early pace, so I swallowed my ego and joined this race-walker. He would turn out to be my best friend for most of the race, and I quickly tucked my headphones into a pocket, where they would stay for the whole race. I noticed the mile markers for the return trip didn't match up, and I was worried the course was short (the mile 11 marker was only about 1.5 miles out). The early mile markers were .02-.10 miles early according to my Garmin Vivoactive. I felt very comfortable, and my hip was not hurting at all, so I figured an 11:15 pace would be okay for the time being. Splits: 11:18, 11:03, 11:20.
Miles 4-6: The paved trail turned into packed dirt with some rocks a little bit after the 4th mile marker. I was starting to breathe a little more heavily, but Tim kept me entertained as we swapped stories of our families, both current and back a few generations. I took some of my Clif Shot Bloks and a water from the aid station. By this point, I had rolled down my arm-warmers. The wet leaves on the ground had mostly dried, so the ground was much less slippery. The rolling hills never seemed to stop, but I still felt good. I was aware that the pace would come back to bite me, but I figured that later-me would deal with that. Tim and I talked about the generation gap in running technologies (he recorded all workouts and PRs in a spiral notebook) and e-books. Splits: 11:19, 11:12, 11:28.
Miles 7-10: The conversation had moved to tales of training struggles and injuries. Tim had been running since the 70s, so he had many more tales to tell, had seen many doctors, and had lived through countless trends in running shoes and nutrition. By about mile 9, the conversation dropped off as we struggled to maintain pace. I met one of Tim's friends who ran with us for a while, stopped for a planned walk interval, and then cruised past us running a little while later. I had a gel at mile 8, and took some water at the next aid station, which made my stomach cramp up a bit. My hip was tight, but not hurting. A couple of toenails were hurting, but that was not a huge concern. It was getting harder and harder to maintain pace, so I slowed down a bit, but kept going. Right before the 10th mile marker, a big uphill took the wind out of me, and I had to walk a bit, but I started running again once I reached the top. I didn't feel better, but I was on track for a major PR - or major blow up. I did the math, and only had to complete a 37-minute 5K to break 2:30. Splits: 11:26, 11:40, 11:29, 11:18.
Miles 11-13.1: I felt like I was holding Tim back, but he stuck with me for a while and kept motivating me by telling me how good I still looked (bald-faced lie) and how little distance we had left. He was going to stick with the pace until the 11th mile marker, and then open up to impress his daughter, who had likely finished her first half marathon right around 2 hours. I stopped to walk at a hill right after the marker, and saw him pull away. Bye Tim, thanks for 10 miles of conversation! Now, it really started to hurt. If I ran up a hill, I would feel a little lightheaded, so I walked all uphills. Eventually, the course flattened out, but I was still feeling crampy, so I didn't have my 12-mile gel. I was negotiating with myself - run for 200 steps, then I can walk. In the last mile, I was doing some serious math - I can walk up until this exact minute and still PR. I couldn't get it together enough to run the whole last mile, which I think I've done in every race I've ever done. I walked a little and jogged a little. My breathing was heavy and my stomach was in knots. At about 12.75 miles, I heard the accordion again, and found the strength to run the last bit, which was flat and across grass. I saw Dani holding an awesome sign with my name on it, and Tim (husband) and my parents were cheering me on. Right as I passed the finish line, I heard Tim (running buddy) call my name and I waved at roughly the area I thought he was standing. I didn't care though, I was done. I didn't even care that my Garmin only showed 12.99 miles. Splits: 12:00, 12:41, 12:26.
Post-race:
I took my finisher's medal and immediately sat on a bench. My family found me, and waited patiently while I sat with my head between my knees for a few minutes. Dani brought me a water. Eventually, I could move enough to walk over to the grass, where I sat on the ground and slowly sipped water. My husband was excited about the bratwurst and sauerkraut they were offering, but I had zero interest. It took about 15 minutes, but I was then able to get to the car, where I had the longest 30-minute car ride of my life. I got so car sick, and was barely able to finish the single Fig Newton I had started at the finish line. I was so happy to get back to the hotel, where I could lie down.
After about 20 minutes watching TV (hooray for not caring if I got the hotel bed sweaty!), I felt so much better. After a shower and a maple-bacon donut (yes, at the same time), I was feeling pretty good, so we went out for Chinese food and then hopped into the car to head back home.
One of the best parts about this race was that at about 2PM, I got an email with my official results:
Chip Time: 2:30:27.1
Gun Time: 2:30:47.7
Right about now, the couch is my friend, as is my leftover Chinese food. My hip is tight, but overall my legs feel pretty good. I lost one toenail. I had another donut. That was probably the hardest race I've ever done, and the worst I've ever felt afterwards. I'm already planning the next one!
Sunday, October 25, 2015
Tuesday, October 20, 2015
Jeffrey
Monday, October 19, 2015
Engineering Task
I want to get out of here in 10 minutes, so this will be quick. I wanted to share how much fun I had in class on Friday.
I'm sure you've all heard about Common Core, and how states across the country are pushing our kids even harder (and sometimes *gasp* pushing teachers as well). Science has something similar, called Next Generation Science Standards (NGSS). Since science gets less attention, New Jersey hasn't implemented these standards or written a test for them, but there is a link to them on the state website, so at least that's something.
One of the new parts of the NGSS is a focus on engineering and applied science. The thinking is that if students are exposed to applied sciences now, they will be more likely to enter the super lucrative STEM fields. I'm okay with that.
So, we had our first engineering task on Friday. Students were given a bin of Legos and the following challenge: Create a structure for your teacher's desk that can hold 10 pens or pencils.
Students drew prototypes, built structures, tested them, and rebuilt. Some tested and rebuilt a few other times.
The best part was that these overambitious, overachieving kids do NOT play well with others. There were groups of four that had completely fractured into separate projects. There were groups that couldn't agree on a design in a reasonable time. There were groups fighting, and solving problems, and being creative, and sharing, and debating. It was awesome. I saw a few heads explode. The best part is that kids were failing and trying again, and helping each other, and creating things.
Most importantly, kids walked out of class with a new appreciation for the design process that goes into creating some of the more complicated technology that they use on a daily basis. Some kids walked out of class with a new appreciation for the difficulty of working on a team.
I will never be an engineer. I hope that students got a taste of what engineering is like, and that some of them will grow up to design technologies that we can't even imagine. And I hope some of them don't like design and instead choose to pursue plain old theoretical science.
I'm sure you've all heard about Common Core, and how states across the country are pushing our kids even harder (and sometimes *gasp* pushing teachers as well). Science has something similar, called Next Generation Science Standards (NGSS). Since science gets less attention, New Jersey hasn't implemented these standards or written a test for them, but there is a link to them on the state website, so at least that's something.
One of the new parts of the NGSS is a focus on engineering and applied science. The thinking is that if students are exposed to applied sciences now, they will be more likely to enter the super lucrative STEM fields. I'm okay with that.
So, we had our first engineering task on Friday. Students were given a bin of Legos and the following challenge: Create a structure for your teacher's desk that can hold 10 pens or pencils.
Students drew prototypes, built structures, tested them, and rebuilt. Some tested and rebuilt a few other times.
The best part was that these overambitious, overachieving kids do NOT play well with others. There were groups of four that had completely fractured into separate projects. There were groups that couldn't agree on a design in a reasonable time. There were groups fighting, and solving problems, and being creative, and sharing, and debating. It was awesome. I saw a few heads explode. The best part is that kids were failing and trying again, and helping each other, and creating things.
Most importantly, kids walked out of class with a new appreciation for the design process that goes into creating some of the more complicated technology that they use on a daily basis. Some kids walked out of class with a new appreciation for the difficulty of working on a team.
I will never be an engineer. I hope that students got a taste of what engineering is like, and that some of them will grow up to design technologies that we can't even imagine. And I hope some of them don't like design and instead choose to pursue plain old theoretical science.
Thursday, October 15, 2015
IA1
This week was our first round of Interim Assessments (IAs). I appreciate the value of a standardized way to collect data across the North Star campuses, but the logistics are challenging. Instead of teaching 3 hours a day and another 1-2 hours of duties, I teach 3 hours a day with 1-2 hours of duties and an additional 2 hours of proctoring 20-26 lovely children in a fairly high-stress environment. It's busy and crazy and the kids are always a little...funky...after a few hours of testing, but now I can walk away with a useful set of data.
I haven't scanned in my data to get the real computer analysis, but I've started observing some trends already. Students are really comfortable with density and finding density through experimental data. It's amazing how much hands-on activities stick with the students, and also help them retain related content.
Students do not know what thermal energy is. Students do not know why condensation occurs on the outside of a glass of cold water. They know how to use the vocabulary terms in an explanation, but can't define them and haven't really internalized the concepts. I guess we're going back there.
Today, lunch detention was NOT good. I took a ton of dollars from students, and sent two to the dean's office. I even asked a colleague to step in and assist with the transition (...brb, sending thank you email...). Fortunately, situations like that are quick and seem to be forgotten by students almost immediately, so I don't think they'll remember my brief lapse in effective classroom management. I think next time I need to adjust a few assigned seats that concerned me at the start, but I didn't think it would escalate.
One of my struggling kiddos at lunch detention was my buddy B. He has been having difficulty in the last 2 weeks. After his month of awesome, he has been pushing back. I think he is testing to see how much he can get away with, now that he is a "good" kid. He has not been successful. I'm hoping that he will get over this phase of pushing and get back into the strong habits he had been developing in September.
Also, I ran 3 miles today! Okay, jogged. Okay, jogged with some walking in between. But, my hip isn't sore any more, and I've had 3 solid workouts this week. I'm slowly getting back on the workout routine wagon.
I haven't scanned in my data to get the real computer analysis, but I've started observing some trends already. Students are really comfortable with density and finding density through experimental data. It's amazing how much hands-on activities stick with the students, and also help them retain related content.
Students do not know what thermal energy is. Students do not know why condensation occurs on the outside of a glass of cold water. They know how to use the vocabulary terms in an explanation, but can't define them and haven't really internalized the concepts. I guess we're going back there.
Today, lunch detention was NOT good. I took a ton of dollars from students, and sent two to the dean's office. I even asked a colleague to step in and assist with the transition (...brb, sending thank you email...). Fortunately, situations like that are quick and seem to be forgotten by students almost immediately, so I don't think they'll remember my brief lapse in effective classroom management. I think next time I need to adjust a few assigned seats that concerned me at the start, but I didn't think it would escalate.
One of my struggling kiddos at lunch detention was my buddy B. He has been having difficulty in the last 2 weeks. After his month of awesome, he has been pushing back. I think he is testing to see how much he can get away with, now that he is a "good" kid. He has not been successful. I'm hoping that he will get over this phase of pushing and get back into the strong habits he had been developing in September.
Also, I ran 3 miles today! Okay, jogged. Okay, jogged with some walking in between. But, my hip isn't sore any more, and I've had 3 solid workouts this week. I'm slowly getting back on the workout routine wagon.
Tuesday, October 13, 2015
One of Those Days
Today was just one of those days.
The classes were fine, and I accomplished some tasks, but I'm pretty sore from playing with my AWESOME NEPHEW ZANE, and it made the whole day a lot more frustrating.
To add to it, the kids in detention are being a little bit off. Not a lot - no egregious behaviors that require major consequences - but a little. Just barely looking around, not being incredibly focused, and a few extra noises here and there. I don't blame them - it's day 3 of testing, so they had 110 minutes of math assessment this morning and then 4 hours of classes. I'd be antsy too. Actually, I am pretty antsy.
I don't have a whole lot to share today. My hip has been sore, so I haven't had a whole lot of good workout time this weekend. I did some weightlifting and spent a little time on the elliptical (slightly less awful than the treadmill).
Any stories YOU'D like to hear? Leave a comment!
The classes were fine, and I accomplished some tasks, but I'm pretty sore from playing with my AWESOME NEPHEW ZANE, and it made the whole day a lot more frustrating.
To add to it, the kids in detention are being a little bit off. Not a lot - no egregious behaviors that require major consequences - but a little. Just barely looking around, not being incredibly focused, and a few extra noises here and there. I don't blame them - it's day 3 of testing, so they had 110 minutes of math assessment this morning and then 4 hours of classes. I'd be antsy too. Actually, I am pretty antsy.
I don't have a whole lot to share today. My hip has been sore, so I haven't had a whole lot of good workout time this weekend. I did some weightlifting and spent a little time on the elliptical (slightly less awful than the treadmill).
Any stories YOU'D like to hear? Leave a comment!
Wednesday, October 7, 2015
Favorites
This is a BUSY week. A lot of extra hours.
I had a disappointing training weekend, but satisfying in other ways. I cut Saturday's bike short because my hip flexor was a little achy. On Sunday morning, I actually got my running shoes on, before deciding that another day to rest would be helpful. (Plus, I was lazy. I got an extra couple of hours to watch TV.) Partly, I was up wayyyyy too late on Saturday night (My last EMS shift of the "summer", and I had a great time), and partly, I was tired of this ache.
By Monday, my hip was feeling great, although I pushed a little too hard with a fast-ish 5 miler - but the weather was great. My coach suggested I run on the treadmill, so I can stop if I need, but I hate the treadmill.
Yesterday, we had Instructional Leader PD, which meant although I was technically at work until 6PM, I was hanging out with all grownups, which is slightly more relaxing than 12-year-olds. Plus, we got free lunch.
Plus, no detention. Bam.
I am pretty proud of myself for completing two workouts between a late workday yesterday and today - an hour on the bike, and a 1300 yd swim this morning.
Today, a student overreacted to a small correction and shut down in class. Shutting down is not entirely uncommon in 7th grade, and means that a student sits there and refuses to move, write, or otherwise follow directions. 7th graders like to get angry, and just need time to cool off. I NEVER did that when I was that age. Right, Mom and Dad?
I ended up having a nice chat with him about an hour afterwards, and we talked about how it is never worth fighting a little correction, because something little can be solved later. Time, tone, place. That's what we always remind them. I tell my students that I always want to hear their side of the story - just not right there, right then. There is always a time to explain yourself, and to hear a better explanation of the correction. I want our students to grow up and make good decisions in the moment, and ask questions later.
I think I learned a little bit from this student, and he learned a little bit from me, which is how it should be.
I've spent a lot of time talking about frustrations with students, so I 'd like to share a couple of my favorites. That isn't to say that I don't love B and W - I would do anything to see them be successful - but they are not always the ones who keep a smile on my face when it's early in the morning or late in the afternoon.
BO is so incredibly smart, and not the work-hard kind of smart. He picks up on concepts so incredibly fast, and can solve any problem. He likes to make his peers laugh sometimes, but accepts correction pretty well. Usually. He is always raising his hand to predict the next answer to the questions his peers ask, or the questions I haven't asked yet. The other day, as a challenge (I like to get kids into some outside science stuff), I asked if anyone knew what the Drake Equation is. His hand popped up immediately with a remarkably detailed response. When he didn't know the answer to a challenge, he looked it up at home and came to school the next day with the answer.
C is an 8th grader, which means I had him last year. He was always doing the right thing, always answering the hardest questions correctly, and always explaining difficult concepts to the class. I would have been happy letting him teach the class. This year, he helps me grade my papers. For all multiple choice or calculation grading, I leave a folder on the corner of my desk with the class's assignments and a Post-It with answers on it. By 5PM, the assignments are completely graded.
J is just the sweetest. Not only does she always do the right thing, even when in a class full of students who are not..quite... doing the right thing. She has adopted some of her mother's Caribbean lilt, so it is a pleasure to hear her speak. She is great at following long series of directions, so I can give her a quick set of directions to set up an entire lab for me, while I can get other work done.
And today, I get to hang out with my 25-ish Science Olympiad-ers while they figure out how to build bridges. It'll be awesome.
I had a disappointing training weekend, but satisfying in other ways. I cut Saturday's bike short because my hip flexor was a little achy. On Sunday morning, I actually got my running shoes on, before deciding that another day to rest would be helpful. (Plus, I was lazy. I got an extra couple of hours to watch TV.) Partly, I was up wayyyyy too late on Saturday night (My last EMS shift of the "summer", and I had a great time), and partly, I was tired of this ache.
By Monday, my hip was feeling great, although I pushed a little too hard with a fast-ish 5 miler - but the weather was great. My coach suggested I run on the treadmill, so I can stop if I need, but I hate the treadmill.
Yesterday, we had Instructional Leader PD, which meant although I was technically at work until 6PM, I was hanging out with all grownups, which is slightly more relaxing than 12-year-olds. Plus, we got free lunch.
Plus, no detention. Bam.
I am pretty proud of myself for completing two workouts between a late workday yesterday and today - an hour on the bike, and a 1300 yd swim this morning.
Today, a student overreacted to a small correction and shut down in class. Shutting down is not entirely uncommon in 7th grade, and means that a student sits there and refuses to move, write, or otherwise follow directions. 7th graders like to get angry, and just need time to cool off. I NEVER did that when I was that age. Right, Mom and Dad?
I ended up having a nice chat with him about an hour afterwards, and we talked about how it is never worth fighting a little correction, because something little can be solved later. Time, tone, place. That's what we always remind them. I tell my students that I always want to hear their side of the story - just not right there, right then. There is always a time to explain yourself, and to hear a better explanation of the correction. I want our students to grow up and make good decisions in the moment, and ask questions later.
I think I learned a little bit from this student, and he learned a little bit from me, which is how it should be.
I've spent a lot of time talking about frustrations with students, so I 'd like to share a couple of my favorites. That isn't to say that I don't love B and W - I would do anything to see them be successful - but they are not always the ones who keep a smile on my face when it's early in the morning or late in the afternoon.
BO is so incredibly smart, and not the work-hard kind of smart. He picks up on concepts so incredibly fast, and can solve any problem. He likes to make his peers laugh sometimes, but accepts correction pretty well. Usually. He is always raising his hand to predict the next answer to the questions his peers ask, or the questions I haven't asked yet. The other day, as a challenge (I like to get kids into some outside science stuff), I asked if anyone knew what the Drake Equation is. His hand popped up immediately with a remarkably detailed response. When he didn't know the answer to a challenge, he looked it up at home and came to school the next day with the answer.
C is an 8th grader, which means I had him last year. He was always doing the right thing, always answering the hardest questions correctly, and always explaining difficult concepts to the class. I would have been happy letting him teach the class. This year, he helps me grade my papers. For all multiple choice or calculation grading, I leave a folder on the corner of my desk with the class's assignments and a Post-It with answers on it. By 5PM, the assignments are completely graded.
J is just the sweetest. Not only does she always do the right thing, even when in a class full of students who are not..quite... doing the right thing. She has adopted some of her mother's Caribbean lilt, so it is a pleasure to hear her speak. She is great at following long series of directions, so I can give her a quick set of directions to set up an entire lab for me, while I can get other work done.
And today, I get to hang out with my 25-ish Science Olympiad-ers while they figure out how to build bridges. It'll be awesome.
Friday, October 2, 2015
Very
Tuesday was a very day. I had some very good moments, and some very frustrating ones.
I tried a new activity in class, and it was AWESOME. In order to get kids more invested in STEM. So, rather than having them look at diagrams of atoms, we made our own. And rather than telling them how to create a helium atom using pipe cleaners and three different color beads, I made them figure it out on their own. And rather than ending the discussion there, I had them talk about all the ways there models were good (the smallest beads were electrons, the nucleus is tightly packed and in the center) and they ways in which their models were misleading (the electrons aren't small enough, there isn't enough empty space, orbitals are not visible). It felt good.
Except for that moment when my difficult afternoon class, after a beautifully focused start to class, listened to me describe protons as "positively-charged balls." There were giggles. I may have been one of the ones giggling.
Teaching chemistry is frustrating, though. It seems that everything I teach has to be qualified with, "That's not actually true, but you'll learn more about that next week/in high school chemistry/in college chemistry." Such as: an atom must be neutral, so it has to have the same number of protons and electrons. Next week, we get to learn why this isn't true.
Also, my buddy B had a rough week. He is learning that as he is more successful on a daily basis, he can no longer get away with messing around when he wants. It's a tough lesson to learn, and he's been pushing back. Since I have him in the last block of the day, if he is pulled out of class (or more frequently, on a transition) earlier in the day, I don't see him. I haven't seen him in class since Tuesday, although I have given him a few pep talks since then. It makes me so frustrated that he can't just get that he has to be respectful to adults, even when he doesn't agree. It's tough seeing him ball his fists in anger, with tears running down his face, because he doesn't understand that talking back is disrespectful.
I had a good swim on Wednesday morning, and a nice run in the evening. Thursday's indoor bike session was cut short, because I spent about 30 minutes fiddling with my speed/cadence sensor, and then I didn't have it in me to finish the workout. I did make an awesome dinner, though. This month, my other commitments are challenging my workouts. Tim is working long hours, and can't cook and clean every day. The first round of assessments in school start next week, and we have conferences on Thursday. I may have to schedule two early-morning workouts next week. Oy.
I tried a new activity in class, and it was AWESOME. In order to get kids more invested in STEM. So, rather than having them look at diagrams of atoms, we made our own. And rather than telling them how to create a helium atom using pipe cleaners and three different color beads, I made them figure it out on their own. And rather than ending the discussion there, I had them talk about all the ways there models were good (the smallest beads were electrons, the nucleus is tightly packed and in the center) and they ways in which their models were misleading (the electrons aren't small enough, there isn't enough empty space, orbitals are not visible). It felt good.
Except for that moment when my difficult afternoon class, after a beautifully focused start to class, listened to me describe protons as "positively-charged balls." There were giggles. I may have been one of the ones giggling.
Teaching chemistry is frustrating, though. It seems that everything I teach has to be qualified with, "That's not actually true, but you'll learn more about that next week/in high school chemistry/in college chemistry." Such as: an atom must be neutral, so it has to have the same number of protons and electrons. Next week, we get to learn why this isn't true.
Also, my buddy B had a rough week. He is learning that as he is more successful on a daily basis, he can no longer get away with messing around when he wants. It's a tough lesson to learn, and he's been pushing back. Since I have him in the last block of the day, if he is pulled out of class (or more frequently, on a transition) earlier in the day, I don't see him. I haven't seen him in class since Tuesday, although I have given him a few pep talks since then. It makes me so frustrated that he can't just get that he has to be respectful to adults, even when he doesn't agree. It's tough seeing him ball his fists in anger, with tears running down his face, because he doesn't understand that talking back is disrespectful.
I had a good swim on Wednesday morning, and a nice run in the evening. Thursday's indoor bike session was cut short, because I spent about 30 minutes fiddling with my speed/cadence sensor, and then I didn't have it in me to finish the workout. I did make an awesome dinner, though. This month, my other commitments are challenging my workouts. Tim is working long hours, and can't cook and clean every day. The first round of assessments in school start next week, and we have conferences on Thursday. I may have to schedule two early-morning workouts next week. Oy.
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