Welcome to the Classroom

On the first day of class, we graduate students were presented with several images. Each image that was presented could be looked at least two different views. The viewer would ultimately see several images in the picture. I struggled with changing my perspective from the original image that I saw, in order to see the other image that could be found in the picture. As each of us looked for the image, we used our own perspective or schema, to give meaning in our own way. We identified what we saw then tried to change our perspective to see the other image.

In class this week, I asked my students, “What is a trend?” All eighteen replied to me with a definition. They were trying to define the word that they use many times a day. I was shocked! Using my perspective, I thought that I was asking for examples of trends. I wanted to hear things like, ipods, boots, or the current most fashionable shirt. But instead these students gave me “Something that everyone seems to like or follow” as their final outcome. It took them a moment to realize that I was taking a side step from the periodic table, and talking about their lives. I was trying to relate the material to them. Once we were on the same page, we put the two together, trends in their lives, and the periodic table. But again, they struggled with this. My students wanted concrete solid Chemistry. They have a hard time putting themselves in the material, and an even harder time taking the material to their lives. I want them to know the material, but know it so that they can use it and relate it to their lives. My challenge to myself it to make the students live the material.