Department of Chemistry
200 University Ave. W
Canada N2L 3G1
I am not a fan of pedagogical zealotry. I feel that those touting the next educational “breakthrough” as the only way to teach have something to sell. If you have read through my articles over the past few months, please don’t mistake my enthusiasm for extremism.
Now I don’t presume to think you and I think alike. However, as a teacher, I can’t think of a more rewarding experience than when I am witness to the “light bulb moment”. You know the light bulb. Sure you do. When a student “gets a concept” — actually gets it.
You’ve got to love moms. I think that’s a rule. When I told my mom, a retired elementary school teacher, that I was teaching using videos, her response was something like: “Oh honey, the best part of teaching is interacting with the students. You can’t teach them through a computer!” Sigh. You’ve got to love moms.
I’ll be honest. I don’t have a favourable opinion of my time at teacher’s college. I loved being in the classroom as a practice teacher, but loathed sitting through lectures and classroom sessions. The theory of teaching is not quite as exciting, challenging or rewarding as the practice of teaching. I’m sure I’m not alone in this...right?...right?
Being a self-proclaimed handyman, and almost always willing to accept a challenge, I recently felt the need to top up the insulation in my attic — another notch in my tool belt, so to speak. Had I ever topped up attic insulation before? Of course not.