I
want to dedicate this blog post to the interactions Mr. Mayo has with his
students. I had planned to write more specifically about these interactions in
his calculus classes, but the class engagement in his physics classes seem much
more casual, fluid, and dynamic that I can’t help but touch on those.
In
a typical period, they may spend 10-15 minutes talking about random things that
still manage to be relevant to the course. Most recently they spent 10 minutes
talking about the largest man-made hole which lead to a class discussion about what would
happen if there was a hole through the center of the Earth and a person jumped
in. Assuming they were somehow immune to the immense pressure, would they
oscillate about the center in a manner similar to a pendulum? Mayo remarks how
the friction due to heat would slow down the subject therefore steadily
decreasing the amplitude of the oscillation. The specifics of the discussion
aren’t that important, but what was really key and fascinating was how engaged
the class was in asking questions and picking at Mr. Mayo's wealth of information.
Sometimes
I ask myself if Mr. Mayo plans to have these tangents. As a teacher you only
have so much time to teach your class and wasting any time, especially in an
AP/IB class, could set your sequence of lesson plans into disarray as you then
struggle to cut content to finish the lesson on time. There are times where I
feel a bit stressed for him as I notice how much time has elapsed and they have
yet to start their lesson and yet he always ends the lesson successfully and
covered all the key concepts required. So I want to say that he plans them, but
my gut tells me that they are random and it appears like it’s something he has
fostered.
As
I said, the students are eager to learn during these digressions. Rather than
the usual blank stares and faces painted with frustration from having to do
tedious work, these students have a sparkle of wonder in their eyes. They
become like scientists and question everything. They thirst for knowledge.
Hands were been raised in every section of the class and everyone’s eyes were
glued on Mr. Mayo. It all seems so genuine. The amazement. The wonder. The
atmosphere. Why weren’t more of my classes like this?
As
you can tell, I’m awe-struck by the sight I was lucky enough to see. The
question then is just how effective are these tangents. And to this I would say
very effective, but only if you manage your time effective. I feel that’s one
thing Mr. Mayo has a really strong grasp on, especially since his courses are
meant to finish their material as soon as possible so that they can spend the
rest of their time reviewing for the AP/IB exams. Through these interactions
the classroom atmosphere is really light and friendly. The students feel like
they have more freedom to wonder, explore new ideas, and question what they
know. It’s a very positive classroom environment and it makes for a very
engaging one. As I mentioned in my previous post, his physics classes are
during the first block of the day. I can barely function at 7am and he has his class
wide awake and begging for more. It is through this connection and comfort that
he has with his students that he can then forge a strong enough relationship
with the class so that they then focus more during his class and feel
comfortable coming to him for help. I am a strong believer in connecting with
your students first and then teaching the content becomes much easier.
As
future educators I really think we shouldn’t underestimate just how valuable
our relationship with our students really is. If we nurture this relationship appropriately,
we can watch our students bloom right before our eyes.
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