My kingdom for a tutor (not Tudor)! February 24, 2017Posted by mareserinitatis in career, education, physics, science, teaching.
Tags: calculus, flipped classroom, physics, tutoring
I’ve been very quiet. There’s good reason for that: prepping for new classes is a lot of work.
Specifically, I’m teaching university physics for the first time, and I have to admit that it’s very different from the other side of the (hypothetical and totally non-existent) podium. I’m also doing it as a flipped class, which is adding an extra layer of challenge as finding good videos is a particularly large time-suck. (No, it’s not faster than writing my own notes…but it does seem to be more effective.) Part of the reason it’s taking so much time is that I am spending a lot of time trying to figure out exactly where my students are at. I can definitely tell that this is a struggle for the ones who haven’t had much calc before, which is a feeling I certainly can understand as I was in the same boat when I started college. Unfortunately, we don’t have enough tutors who can handle physics to help everyone since our enrollment is way up. Not yet, anyway.
I am loathe to assume that someone who has insufficient math is not necessarily capable of passing physics. (After all, almost everyone I know says that you learn as much calc in physics as you do in an actual calculus class, a viewpoint which has a certain amount of merit.) As a result, I told students who didn’t do so well on the first test that I expected them to see me for weekly appointments. (Note: I did not *require* them to…just said I expected it. Not sure they understood the difference, but I figured it wasn’t worth explaining as most of them showed up.) I think they weren’t too excited about it at first, but the ones who are showing up are doing so very regularly. Apparently word got around, though, and even students who seem to be doing fairly well have started showing up, too. My office hours have basically turned into giant study sessions. (I think I need to start bringing donuts.) I had half the class show up over a two day period for the latest homework.
I personally think this is good. I am getting a sense for the kinds of things they have difficulty with and the overall frustration level has been decreasing, at least among the students coming in for help. In particular, getting some help with reasoning and processes is more effective when it’s coming from someone who has been doing this stuff for a long time. I’m tickled when they come in and automatically start doing the stuff I’ve been drilling them on (‘draw your free body diagram and then sum your forces!’) without any prompting. I also never realized how much homeschooling my kids would come in handy: when you’ve supervised all grade levels of math, you end up picking up lots of handy tricks to make life easier. I’m now able to pass those tidbits on to my students to help remedy some of the common computational issues I’ve run into.
I did tell them, however, that they better be prepared: next year, I will be teaching more classes, so they need to sign up to tutor the incoming freshman. A couple of them laughed. I don’t think they realized that I’m serious.