It will be the rare person indeed who gets this song reference – without help, of course. (Anyone can look it up.) Let me know if you think you’ve got it…or if you give up frustratingly.
I’ve been meaning to write a bit about what I actually do, but I had been waiting until things settle down so I actually knew what I’m supposed to be doing. Guess that’s not gonna happen, so I’ll start this now, knowing it’ll have to continue as I go. For this installment, at least, I’ll refrain from being too flippant for the sake of clarity.
I now have three titles that reflect three different sets of activities and responsibilities: Special Adviser to the Principal, Foreign Director of the Early Development (aka GT) Program, and Academic Principal of a new science-magnet school they’re building in Princeton, NJ. Lots to do.
For my first 2 months here I visited many classes, observing teachers and students, taking notes on teaching style, student behavior, etc. Here’s Mi Qi teaching physics.
He’s a very popular teacher, and after every class he is surrounded by students wanting to know more.
I also have meetings occasionally with the principal or assistant principals, mostly on academic planning stuff, though it varies a bit.
When there’s a VIP around, I’m often called to participate in whatever event that has been arranged, usually a meeting then dinner. This is the most boring part of my job, but my experience as a lobbyist has rendered me fairly proficient at small talk. (But you all know how I hate that stuff.)
I go with a bunch of teachers to nearby universities to interview candidates for teacher jobs. Here’s the group at Tsinghua University.
I help the student team that’s working on fMRI scan interpretation. Here they are at Peking University receiving instructions from one of the grad students. This little room holds 7 grad students.
And here we (fMRI team and I) are at lunch at my favorite noodle place around the corner.
I work with individual teachers on how to hold class discussions. I give them interesting papers relating to the topic of the week, explain to the teacher how to elicit answers and opinions from students, and sit in on the discussions to help out if needed. Here’s an IB Biology class discussing one of my favorite papers, on unequal fidelity in DNA replication.
Recently I gave a 1-hour lecture to the Neuroscience Club on Music and the Brain.
There was a little confusion at the beginning because the Club’s leaders forgot to officially sign up for the lecture room, and the head of the English Dept. was scheduled to give a test in there. They asked us to move to another room, but I protested that it took us 30 minutes to set up the sound and visual projection. I went up to the English Dept. office to protest and, with the help of another American teacher who speaks excellent Chinese, they eventually decided to move the test to the other room. Here I am with the Club leaders who invited me to speak.
If there’s an event on the front circle, I usually attend, cheering on the students. Here the middle school students are holding a book sale; they brought already read and unneeded books from home and sell them to other students to raise money for their specific class. This was a very popular event.
I occasionally advise the FLL Lego team on their efforts to win a robotics and service contest. Here are 2 of the 5 robot practice tables they have.
This school is the focal point for teacher training in China, and educators are constantly coming and going for 1-week periods for different types of training. I’m not really sure what they get in all the Chinese-only meetings, but often there’s a plenary session. I give speeches at these sessions, usually on teaching methodology and philosophy. As expected, I get rave reviews. A couple weeks ago I spoke to about 80 principals from Shanghai. There were a lot of students present, also, and during the break I was surrounded by students wanting to know how they could get into classes where they would have the opportunity to demonstrate creative thinking. It’s almost like the system has a strangle-hold on the minds of the students. My job, at least partly, is to try to find a way to loosen that hold.
So, after accumulating a lot of ideas from my class observations and small meetings with teachers and students, I got together with my team consisting of Mi Qi (physics teacher), Wang Zhipeng (biology teacher), and Tong Jing (English teacher), and we created this overall plan for high school science research, which includes a new course in Science Communication for 8th graders.
Our plan was accepted by the powers, so we presented it to the 60 GT teachers last Sunday at an all-day meeting. It included a lot about teaching methodology, teacher-student interaction, and other controversial (at least here) stuff. They seemed to like it, and subsequent comments were positive. One of the most special was that they’ve wanted to do something like this for a long time but no one took the lead.
Our next step is to complete our action plan for implementing the changes. This will be done, translated, and submitted before I leave next week for the U.S.
OK, now that you have the gist of what I do here, I can throw out little tidbits as my life here moves on. They won’t come very often, however, as I prefer to write about the societal aspects of my observations.