Chap. 2 – Preparation Gives Freedom for Projects

“You don’t learn to walk by following rules.

You learn by doing, and by falling over.”

― Richard Branson

   Now let’s look at how a lifetime of preparation led to a career filled with enjoyment.

   As described in the introduction, those events I describe represent fundamental concepts leading to a career in which the positive happenings far outweighed the negative parts of teaching.

   Almost all the things described below were spontaneous and simply happened. No pre-planning or well-thought-out project or absurdities.

   Such spontaneity amplifies the fact we need to retain or regain the freedom to be individuals as we enter the teaching profession.

   The risk of being a radically creative individual is dangerous in some schools. You need to be comfortable with confronting colleagues or principals as you add to or appropriately modify curriculum. They will not always understand or be accepting, but it’s okay.

   I will admit class size plays a role in this concept. It is easier to allow individual learning in a class of twenty than if you must deal with forty or more students in a class situation.

Some important issues need to be mentioned.

• You must loosen up on the textbook. Use it, don’t be chained to it.
• Don’t fear Standardized Tests. Kids are smarter than we give them credit for.
• Expect a few “raised eyebrows” as you try adventuresome ideas. Not everybody will get it.

   For the most part, I will present each of the following happenings in the way I taught. With few exceptions I never tried to explain the “moral of the story.” I purposely allowed the students to develop what the event meant for themselves. Then as we discussed each concept in class students could begin to see the meaning of the project or event in the bigger picture of the subject and, more importantly, see how it could affect their lives.

   Just a reminder, what follows are for the most part science oriented, mainly physics and chemistry.

   You should look for the governing principle of each activity and make the application of how you could use the same concept in your teaching, whether it’s art, English or mathematics.

   To fully grasp the significance of projects and events I describe you must understand most were done prior to smartphones and Google searches. Not only that, but many of the project were initiated by students.

   So read the following with an open mind. I don’t expect you to agree with all my thoughts, but I do hope you can take some of the principles stated and include them in your teaching.

   Unleash your creativity and gain freedom in the challenges of teaching.

….

We buried Newton’s Third Law.

   Newton’s Third Law is simple.

For every action there is an equal, but opposite, reaction.

   It’s simple, but students often forget the word “every” in the law. Some actions seem like there must be a larger force at play. For instance, I asked a question on a quiz referring to a tug-of-war in the previous day’s Senior Fun Day. The girls in the senior class won by working as a team and pulling the boys into the mud between them.

   The question was simple: “Which team exerted the larger force in the tug-of-war?”

   Must have been a bad day for learning because every kid in the class said, “The girls exerted the most force because they pulled the boys into the mud.”

   I couldn’t resist the plan that flitted into my mind.

   “You play the trumpet, don’t you Tom? Can you play taps? Please bring your trumpet tomorrow. Don’t tell anyone.” Was the question I asked a student as he left the class.

   That afternoon I borrowed a Starter’s Pistol from the athletic department, the kind that fires a second shot if the first one fails, and a shovel from the maintenance department.

   The next day came, and it was perfect. Overcast, very slight rain drizzle, appropriately moody.

   When the class arrived, I was in a somber mood.

   “Please remain quiet. Leave your books here. Follow me. Keep totally quiet. No one talk. This is a serious moment.” were my very firm, but quiet, words.

   Carrying the shovel, the starter’s pistol, and quizzes from the day before, we started a silent walk down the hall, two flights of stairs, out the door into the light rain and out behind the gym where there were piles of fresh dirt.

   Motioning the students to form a semi-circle around me I stood on the pile of dirt and began speaking.

   “Ladies and Gentlemen, this is a very solemn occasion. “Newton’s Third Law died yesterday. We killed it. Not one of you who could have helped it survive succeeded. Apparently, it has ceased to exist.”

   After my eulogy to the 3^rd Law, I dug a hole in the mound of dirt, placed the quiz papers in it, covered them over with dirt, motioned Tom to play taps, and when he finished, fired the starter’s pistol twice, to signify the two remaining laws.

   The mood loosened, and we went back into the building to do physics.