Major To-Do: turn in final LP, turn in speech proposal, critique speech by midnight, OChem prelab, study for quiz

Wednesday is rough because I’m out from 9AM til 6PM. My longest gap is 1 hour, and that’s if i get off work on time. Probably going to have a long night though.

LP (lesson plan) for CI is basically done at this point. No major changes, mostly formatting issues. Once I have the final okay from the professor I can send it to my mentor teacher. I’m scheduled to teach March 3, so I have a bit of time to refine and practice.

COMM: Topic was approved in the emails with the professor. Going to prepare a speech on the effects of social media on teens, both good and bad. It’s cheating a bit, given that I’ve been reading my two main sources for the Honors course. She wants me to extend the topic to people of all ages, but the books are heavily focused on the effect on teens. Presenting the topic with minimal bias is going to be difficult though, because I find one of the authors to be just…. terrible. Her points are taken to the extreme, and it’s bad, but her background as a Freudian-type psychoanalyst already put me off to her. The bias is strong, real, and reinforced by my classmates.

Watched and practiced critique for a speech. The speaker seemed to have practiced a lot but spoke very fast. If this is her standard for the assignment, then I’m out of luck! Not really, but still. Lot of work to do with that.



To-do list (weekly):

CI: Lots of readings. Fix LP and send back for final approval.

HONS: Finish readings.

COMM: Read CH 12 w/ quiz, critique speech in Box by Wednesday midnight, peer responses due Sunday midnight, speech proposal due ASAP

OCHEM: Quiz CH 13-15 Thursday

PHYS: Catch up hmwks. Pre-Lab

BIOLAB: E3 Lab report.

Physics lab is interesting. It’s a constructivist approach to the material, meaning we’re trying to build an understanding from the ground up via experiments. It works halfway, given that a lot of students have some prior knowledge (meanwhile I have none, given that high school physics for me was just mechanics) and struggle to answer questions based on observations and drawing conclusions from said observations. It’s a slow model for covering material, but it helps when done well.

CI readings were about classroom management. Major takeaway: it’s a battle, but not a battle. Like in battle, you must understand the other side, their motives, their methods, and must find a way to deal with them while not giving in much. However, there is no winning or losing. The overt power struggle means you’ve lost. Students aren’t your opponents; whatever internal struggles they carry are the true opponents. It’s a hard frame of mind to maintain.

Finished CH 13 of Turkle. It covered the anxieties of technology. While the author made some valid points, they were overextended to these crazy conclusions. While it is a valid concern that you cannot guarantee who is on the other side, whether as the receiver or the sender, she seems to paint it as a majority of the time rather than the exceptions. I commented on part of it before, but one point I


Woke up a little before class because I didn’t get much work done. “So far, so good,” she tells herself sarcastically.

Started reading for CI, which stands for Classroom Interactions. The title is “Lectures Still Dominate Science and Math Teaching, Sometimes Hampering Student Success.” Like that wasn’t obvious enough. It makes Tuesdays and Thursdays almost unbearable at times, going straight from one lecture I can barely follow to another lecture I can barely follow. It hearkens back as far as middle school, where lecture trumps all. It’s so disheartening, especially since all research points towards lecture being ineffective, especially in STEM. As much as I credit my high school experience for shaping me into who I am, the dominance of lectures in education isn’t helpful for anything except ensuring that a teacher doesn’t lose control of a class.

Also started reading for Honors class. Just covered enough to have questions for the assignment, but I haven’t finished it. I will try to finish though because it’s pretty interesting. Sherry Turkle in Alone Together is so convinced that social media and technology is playing a hand in the moral degradation of society, which makes her insufferable at times, but she makes valid points occasionally. For example, I relate heavily to the anxiety that technology can bring, although I feel like she overstates it’s effect on teens. Teens were, are, and always will be concerned with how people think of them. Technology did not increase this, but rather gave them a measure to prove so.

I also disagree with how she says that there is a pattern of “respectful disparagement of what came before” before moving on to “idealize the new.” This is a pattern seen in people who have only ever known one way of life, such as young teens with cell phones. Even then, they recognize that the new isn’t superior in all aspects. Most people like reading paperback books still and despise e-readers or reading online because “it’s not the same.” Additionally, older people are always disparaging the new. There’s this joke online about “90s kids will only get this” with the implication that what was older was better. I wouldn’t argue any of it. Every generation thinks they are the peak of development and that the newer generations are the decline. “Oh, kids shouldn’t have cellphones, they shouldn’t be on Instagram, why do they dress like that?” There is also the worship of that which came before, such as the “I only listen to music from before x year, everything after that is garbage.” Music, much like fashion, technology integration, and literally everything else, evolves. Acting like all change is bad is closed-minded and incredibly limiting to one’s personal view of the world. It’s sickening, honestly, because until there’s proof of actual moral degradation, then it’s just spouting nonsense. Regarding that, there is some truth in how the messages of movies, music, etc. can affect how people perceive things, but it’s stereotypical to conclude “Modern rap is trashy, and all people who listen to it are equally trashy and subscribe to this culture of trash.”

More updates to come as work gets done.


Berrett, D. (2012, October 25). Lectures Still Dominate Science and Math Teaching. Retrieved February 13, 2017, from

Given to the students by the professor. On the website, it is “Premium Content,” so the regular user cannot access it.

Turkle, S. (2013). Alone Together: Why We Expect More from Technology and Less from Each Other. Cambridge, MA: Perseus Books.


Finally finished the About page. Admittedly, I put too much time into making the website fit the aesthetic I wanted, but given that I have a habit of applying perfectionist tendencies to sort of silly things, it is a shame.

COMM: Read CH 11, Preparing Civil Public Speeches. As the title implies, the chapter was about writing speeches and things to consider. It’s basically the same material about essay writing that I got in high school, although there was more focus on the audience. Professor also posted a video basically reading the rubric out loud.

To-Do List:

CI: Read for class. Start reading ahead.

BioLab: Print new lab, do pre-lab if necessary

OChem: Review from scratch w/ notes. Print out lecture slides for class. Start on Pre-Lab

Physics: Review from scratch w/ notes. Catch up on old homework. Print stuff for lab.

HONS: Readings. 2 questions due by noon tomorrow.

COMM: Finish current module. Propose plan for speech.