Li(s): 0.40 mol (still solid: it melts at 180.5 degrees)
LiH(s): 0.60 mol
Pressure = 525.5 kPa
Temperature = 99°C
Beryllium doesn’t react with any of the things in the vessel: H2(g), He(g), Li(s) or LiH(s). My one mole of beryllium powder (which would cost me over $70) would just sit at the bottom of the vessel doing nothing.
With not much else to write about in the Periodic Table Smoothie this week, it might be a good idea to calculate how much this Periodic Table Smoothie would have cost in real life.
But what should you write? If you want Chemistry help, try emailing your teacher with some of these phrases. Adjust each one to fit your specific situation.
When you want to arrange a time to meet
“Mr Kennedy, are you free period 7 tomorrow to go over Hess’ Law calculations?”
“Dear Sir, I’ve read through the textbook chapter and it still doesn’t make sense to me. Could you please explain it to me during a free period some time this week? Thank you!”
“Dear Miss, I’ve attempted some of the homework questions and I just don’t know where to start. Could I meet up with you this week so you can explain it to me? I’ve been reading the textbook chapter and it still doesn’t make sense to me! Thank you”
When you want your work marked
“Dear Sir, I’ve finished worksheets 3-6 on titrations. Could you please check my answers? They’re attached. Thanks!”
“Dear Miss, Do you have answers to questions 1-25 that we did on Friday? Or, even better, if I give you my answers next lesson, could you correct them for me? Thanks!”
When you want to learn a particular topic
“Dear Mr Kennedy, Could we please go over benzene rings in class? I’m not sure I understand them. Thanks”
“Dear Miss, Can we please do a summary of bonding next lesson? I think I need to learn this again before the test. Thanks!”
When you want more practice materials
“Sir, Do you have any more Unit 1 practice papers? I’ve finished the two you already gave us in class. Thanks”
“Dear Mr Kennedy, Do you have any practice questions on buffer solutions? There seems to be only one question on this in the Heinemann Chemistry textbook. Thanks”
When you think the textbook or teacher is wrong
“Dear Teacher, When we went through worksheet 7 in class, you wrote the relative molar mass of sodium thiosulfate to be 135.1. Isn’t it actually 158.1, which means the answer would actually be 0.309 M?”
“Dear Mr Kennedy, On page 185, the textbook has the structural formula for sucrose without a hydroxyl group on the sixth carbon atom. Could you please check it? Is the book correct? Thanks!”
When you’re absent from class
“Dear Mr K, Sorry I missed Thursday’s lesson. I was ill at home and missed two days of school. Could you please send me any work that I missed? Thank you”
Dear Miss K, I have a Biology excursion on Monday and therefore won’t be able to do the SAC. Can I please reschedule it for another time next week? Thank you”
Finally… when you want some specific Chemistry help
When asking questions to your teacher, it’s important that you number each question in the email. This makes it much easier for your teacher to refer to them in their response.
Don’t feel ashamed or embarrassed about asking for Chemistry help. Just send the email or knock on your teacher’s door. Don’t apologise for asking your teacher questions! It’s your teacher’s responsibility to help students: they enjoy doing this, and this is why they chose to teach!
An example “help” email is shown below.
“Dear Mr Kennedy, I have some questions about titrations:
(1) Why do titrations using 0.10 M ethanoic acid and 0.10 M hydrochloric acid require the same titre volume even though one is strong and one is weak?
(2) What’s the “pH range” referring to in the indicators section of the data booklet?
(3) I think I got question 4 wrong. Could you please check it for me?
(4) What’s the difference between benzene and cyclohexene?
(5) What are three different definitions of oxidation and reduction? I can only think of OIL RIG!
If you’re in high school, you should spend about two thirds of each day studying for six days each week for several months before your important exams. But apart from doing the required homework, what else should you be doing in that time?
Answer: Just 2 things.
(1) Make great notes.
Make them, re-make them and then make them again. Make them clearer and more beautiful every time. Organise them according to the official study design (or “syllabus”) for your course. Put your notes on the wall of your bedroom or study. Take some of them down temporarily and see if you can recall them by heart.
You can buy books of theory notes online, but the process of making your own notes is when most of the theory learning actually takes place. Use those purchased books for inspiration only. It’s okay to use a computer to make notes, but do at least one hand-written version as well. Become a pro at hand-writing explanations and sketching diagrams with a pen. This experience will save you time in the exam.
(2) Do lots of practice questions.
Get practice questions from as many sources as you can. Use real past papers, use past-paper-style questions from companies, and if you need more, do questions from the textbooks your school isn’t using. Complete these questions first without answers, then refer to your theory notes if you get stuck. When done (or if completely stuck), check the answer key or send an email to your teacher. Do all of this in one study session.
That’s almost all there is to it! I’ll post more about each of these two instructions in the next two weeks. Making great notes and doing lots of practice questions are the two most important parts of exam revision.
This book is an introduction to the level of diversity we should expect in Australian schools. It covers:
Linguistic diversity (ESL and native speakers)
Cultural diversity (including indigenous cultures)
Gender diversity (i.e. girls and boys)
Complex communication needs (e.g. inability to speak)
Intellectual disabilities (as different from, and more severe than, learning difficulties)
Autism spectrum disorders
“Gifted and Talented” students
This book takes a highly theoretical, academic approach to the above topics. It describes what’s already being done in schools, and illustrates each topic with anecdotes from students’ perspectives but doesn’t directly teach teachers how to adapt their lessons to embrace this diversity. Even though this book was an excellent primer to the topic of diversity, I still need to read more about how to design lessons that cater to a range of learning styles in the classroom from books with a more practical focus. For my mini-project on ADHD, for example, the information in this textbook was far from adequate to make a 5-minute PowerPoint presentation. (Bizarrely, it covers deafness and gender in far more depth.)
That said, it’s one of those books that all teachers should refer to every time we meet a new form of diversity in our teaching career. It’s unlikely we’ll see all of these diversities in our first cohort of students—but it’s likely that we’ll see all of these diversities at some point in our careers. All teachers should have this book on their reference shelf.
At a hefty $79 exc. GST, this book is only worthwhile for teachers or teachers-in-training who will use this book professionally. Highly recommended for teachers. Not recommended for anyone else. ★★★★
Mindful Learning is exactly what you’d expect from looking at its title. It combines the results of four years’ collaborative research by teachers and students into how best to engage students in the learning process at school. Most of the book’s solutions are either well-established theories or are common sense. I’ve summarised four of my favourite snippets below.
First, most interesting was the “learning and face” section. Peer pressure and teacher pressure are often contradictory. Some students also feel pressured into “acting Black” or “acting Latino”, which often contradicts the wishes of their parents and teachers. Students hold the misconception that “being smart” is a “gift from birth”, and isn’t the result of tenacious practice. School students want success to be seen as effortless (“I didn’t practice for this test at all”), and failures to be seen either as inadvertent or someone else’s fault (“I forgot my homework/sports kit”).
Second, all our actions are efforts to fulfil five basic needs: security, belonging, power, freedom and fun. While this theory is by no means perfect, it’s a simple way for some students to develop more empathy. This theory comes from Glasser (1993).
Third, teaching and learning should be integrated with life; i.e. school curricula should be relevant! This is common sense, but is seldom carried out.
Finally, in a verbatim classroom transcript on page 29, a teacher asks a class how to calculate the volume of a fish. I tried it out with great success—it’s the best question I’ve ever set in a maths class. More on this later.
This book is more of a blend (like PEEL) than a brand (like UbD). It’s a collection of common sense teaching practices, and for that reason, I give it a positive review. I recommend this as a light, supplementary reading for existing professional teachers. ★★★★
Tells incompetent teachers in dire classroom settings to “hang in there”. 160 pages, ★★
I’m so happy I’m not in a position where I need this book.
Paul Blum’s hard-hitting, “blunt, truthful account” of the UK’s most troubled schools delves into territory I didn’t know was allowed in the field of education. Contrary to the other books and articles I’ve been reading, he calls students “nutters” and “angels” on page 15. Even more extreme, on page 27, he says, “the really crazy ones will climb out of windows [to avoid detention]”.
He describes some atrocious situations: students who tell teachers to “fuck off”, parents who can’t afford phones, families who live in “poverty and squalor”, and classes with unexplained 20% absence rates. Gangs enter the school premises to attack a student towards the end of this book, and he advises his readers that “the police are probably required immediately”.
Surviving and Succeeding in Difficult Classrooms is more of a rant than a book. It alarms you to the most extreme scenarios that some teachers dig themselves into, and makes you wonder how they got there. Even though the book blames school chaos on poverty alone, I’m young and optimistic enough to believe that teachers can do something more than tolerate it, or just “hang in there”, as this book tells them to do. I think we can sabotage the fizzy drinks machine, make students more physically active during class, study pop music in English class and make everything active and relevant. We can give kids the respect they don’t get at home—even when they tell us to “fuck off”.
My favourite quote is on page 75, The Don’t’s:
10. Don’t waste too much time preparing copious written lesson plans.
There’s not much I agree with in this book, but on that line, I agree 100%.
The cover really doesn’t match the writing style. On the outside, this book is a $36.00 work of academic literature. On the inside, however, it’s a colloquial, 2-for-$5 self-help book that fails to motivate… and there are no references.
The author might like you to give this book to any teachers you know who are struggling in terrible schools. However, by offering no solutions to turn these schools around, the author’s effectively telling his readers to give up hope. If this book resonates with you, then it’s time to consider a career change.★★
I just put my résumé online. Take a look (there’s a link in the menu bar).
Here’s another education book: a testing bible.
Makes designing professional-looking tests a whole lot easier!
304 pages, ★★★★★
Teachers spend 25% of their time on designing, invigilating and marking written assessments. For the other 75% of the time, they’re doing what’s called ‘informal assessment’—observing all the tiny cues in the classroom that they pretend not to notice: the cellphone, the yawn, the shy know-it-all, the one who’s not concentrating, the eager hand-raiser who really loves your class… all these observations end up in a secret notebook (or in the teacher’s head).
Developing and Using Classroom Assessments tells you step-by-step how to design all kinds of classroom assessments. Assessments can be:
Formal/informal (informal assessments are daily observations)
Diagnostic/Formative/Summative (and preliminary)
Internal/External (we will only deal with internal)
Curriculum-based/Portfolio-based (students love portfolios: they boost confidence and self-esteem, and allow students to discover their strengths; but portfolios are time-consuming for students to create and for teachers to read)
When designing tests, pay attention to:
Purpose: tell the students how you’re going to use the information gained from the test.
Specifications: design the test carefully
Validity: test everything you taught in the right proportions
Consistency: different skills tested together hides a student’s true ability. Give separate grades for each skill used (argument, handwriting, spelling, style).
Score your tests according to:
Ability: self vs. best ever self
Growth: self vs. previous self
Norm: self vs class
Criterion: pass/fail grading for each question.
Always put grades into context. “Henry scored 90% in geography” is useless information. Say, “Henry understands our plate tectonics class very well” or “Henry’s score on the plate tectonics test was the second-highest in year 9 in our school”.
Computer: students prefer this method and get higher scores on computers than on paper. It’s also more convenient for both teachers and students, and closely resembles any job in the ‘real world’.
Pen & paper: while some schools are emphasizing pen and paper tasks, the main reason for this was “it will help the students get used to paper examinations”. In my opinion, this is not a good reason.
Never use grades to discipline students.
Always give students feedback and a chance to improve their grade. Usually, they will in the ‘real world’, too.
When analyzing grades, use these statistical methods:
Year-group-equivalent scores (use median of each year-group to make a standard curve, then find the year-group-equivalent of each student, e.g. “Johnny attained year 6.7 level”).
You don’t always need to show these grades to the students. Keep some on paper, and some in your head, and be mindful of how your students will react to a bad grade (will they give up?)
I love the balance of theory, pracrice and examples in this book. Let this book guide you step-by-step to design innovative, varied, valid and reliable tests time after time.
Like Marsh’s Becoming a Teacher, this is one of those books I’ll be referring to repeatedly at the start of my teaching career.Buy acopy, and it’ll make designing good-looking tests so much quicker and easier. ★★★★★
Directory of best teaching methods. A logical, concise teacher’s bible.
250 pages, ★★★★★
The Project for Enhancing Effective Learning (PEEL) was founded in 1985 by a group of teachers and academics who shared concerns about the prevalence of passive, unreflective, dependent student learning, even in apparently successful lessons. They set out to research classroom approaches that would stimulate and support student learning that was more informed, purposeful, intellectually active, independent and metacognitive. The project was unfunded and not a result of any system or institution-level initiative. PEEL teachers agree to meet on a regular basis, in their own time, to share and analyse experiences, ideas and new practices.
PEEL has evolved into a global education reform movement with supporters in most developed countries. Its creed, pooled from teachers (not theorists or politicians), has been expanded into an abundance of numbered lists: “the 6 PEEL goals”, “the 10 journeys of change” and “the 12 PEEL teaching practices”.
Fortunately, their main text, Teaching for Effective Learning, is still a practical teaching guide with maximal classroom significance. I’ve already used many of the methods in this book in my own classes, and decided to give my own views here on how effective they all are.
From my 3 years’ teaching experience, here’s my list of favourites (with star ratings)…
A1: Concept mapping (basically character mapping). I love this method and use it myself. Interestingly, PEEL tells you to extend it by including characters, themes and objects in the map (which would be very complicated). ★★★★★
A2: Concept grids (basically tables). Seldom applicable, but useful when they are. ★★★★
A3: What’s my rule? This works better the other way around. Put two headings no the board and ask for differences and similarities from the class to stimulate discussion. Also a form of diagnostic (preliminary) testing. ★★★★
A7, A8, A9 and A10 (and to some extent A26) are ‘translation’ activities, in which your subject of instruction (e.g. Chemistry) is translated into another (English, Drama, Art and Media, respectively). “Write a story about an apple being digested…/ Make a poster that advertises a plant of your choice”. These are time-consuming because students generally aren’t used to linking subjects together, but are fun and students learn a lot from sharing their work in front of the whole class. ★★★★★
A12: Brainstorming. Small groups (individuals or pairs) results in greater participation per student. Ask open questions, let students brainstorm the answers. ★★★★★
A16: Cloze exercises. Choose a new text and use software to automatically replace every (usually 7th) word with a blank space. Ask the students to fill in the blanks. Research shows that cloze exercises are a reliable (formative) test for reading comprehension level. ★★★★
A18 and A29 combine to form a “Reading Process”, or a form of active reading. Highlighting characters, underlining new words, and summarizing each paragraph are standard practices for improving reading comprehension. (They are scaffold techniques, which can be mostly abandoned later, or evolved into more natural forms of note taking). ★★★★★ (as a “Reading Process”)
A25: Silent class. Do this sometimes! Tell the students they’re going to spend the entire class reading in silence. When you read attentively and visibly and silently, making notes, the students will start to imitate you. You can’t do this often, but done occasionally, it improves discipline and independent study habits. ★★★★★
A34: Whole-class simulations. Works well for enacting historical events, which are relevant in almost all subjects. Memorable, but can’t be done too often. Requires planning. ★★★★★
B1: Predict-Observe-Explain. Central to science education. ★★★★★
B3 and B7 are types of assisted discussions. This should be standard practice in all classes where group discussion is allowed. Always facilitate and mediate students’ discussions by walking around the room and talking to all the groups. Scope for group-work is limited in Chemistry, though. Pairs work best. ★★★★★
B8: Probe prior views. Diagnostic testing (a.k.a. preliminary testing) should always be done before a unit is taught. Use A3, A12 or simple question-and-answer as a whole class to probe prior views. ★★★★
B19: Complete statements from a stem. “A paragraph is…” makes both a good start-of-class quiz, and a good summative testing technique. ★★★★★
B28: Buzan® mind mapping should be compulsory education. ★★★★★
I excluded three types of PEEL techniques:
First, I’m not a fan of gimmicks. The ‘Y-chart’, the ‘thought balloon’, and the ‘postbox’ method (a bizarre secret-ballot-brainstorm combination) were among the ‘gimmicks’ that I omitted from the list.
Second, I’m also not a fan of non-educational classroom games. “the 5/3 method”, “brainstorm bingo” and “circuses” might make kids happy but won’t teach them enough to justify the commotion.
Finally, some quality PEEL methods were only suitable for primary schools. ‘Mingle/match/mate”, “guess the picture”, A19 and A20 were some of those.
The ones in this list are the best of the rest—the ones I’ll use as a secondary school chemistry teacher.
This book is relevant for every teacher: primary and secondary, sciences and arts, both high and low ability streams. I’ll be referring to this bible when planning my own lessons as a constant reminder to diversify my teaching style and keep my classes interesting. ★★★★★
Cambridge, according to Rajesh Koothrappali, is, “wonderful, not only because it’s a good school but [also] because it totally looks like Hogwarts”. How apt.
Theoretical Marxist nonsense. Irrelevant to schools.
264 pages, ★
Admittedly, I learned little from this bland, so-called ‘Marxist’ book on education reform. If I could summarise its message in one sentence, though, I’d write:
“School organisers impose curricula on the lower classes to spread their elitist idea of ‘culture’ for self-preservation and thus self-benefit.”
Maybe I’m wrong, and maybe I overlooked something important, but that’s the #1 message I’m taking home from this book.
The ‘nonsense’ here applies more to ‘theoretical’ than to ‘Marxist’. I’m a teacher, not a philosopher, so a purely theoretical approach to education reform with no recommendations for what I should do in my school feels completely irrelevant to me. Rallying the masses into a revolutionary frenzy—a key tenet of Marxism—is something this tedious book completely fails to do. Read something else. ★
My teacher training classes begin at 10 am this morning, so I spent the weekend reading the first book on the reading list: Becoming a Teacher (5th ed.) by Colin Marsh.
Stylistically, it’s like drinking honey: viscous and sweet. An excellent, comprehensive starting point for all new teachers. 497 pages, ★★★★★
Becoming a Teacher (5th ed.) covers every aspect of education imaginable. There’s half a page on the ideal temperature of the classroom, and 1½ pages on the ideal colour for the classroom walls. There’s several pages on how the ambience of the classroom doesn’t influence the students’ grades, but does influence the students’ behaviour and happiness, to all of which, scientific studies are cited. Abundant references attribute published, peer-reviewed papers to every facet of classroom management, including teaching styles, curriculum content, examination methods, and modes of school governance. Not one aspect of education is left to opinion. The whole book is written in lucid prose with no interrupting fact-boxes or other distractions—tables and figures are inset, though, where they’re necessary.
Two facts stand out. First, the 2 × 10 strategy (Smith & Lambert, 2008), in which teachers engage problem students in a 2-minute conversation for 10 consecutive school days, has been proven an effective way to improve students’ wellbeing (and their manners in class). Second, you can use a the results of an innocuous quiz to create a sociogram (which is basically a character map), to create visualise friendship networks in the classroom. The resulting data can be used to foster social cohesion, improve group work, assist seating arrangements, and even break up gangs.
I was most surprised to learn how child psychology underpins basically everything that teachers do:
Kohlberg’s 3 stages of moral development
Erikson’s 5+3 childhood stages
Vygosky’s 4 stages of the development of thought
Piaget’s 4 stages of growth, and 2 stages of morality
Borich & Tombari’s 2 types of student motivation
Gardner’s multiple intelligences
…and, of course, Maslow’s hierarchy of needs.
Tests, curricula and teaching styles are engineered to cater to every stage that your students might be in. Teaching is clearly a science—yet I used to think it was an art!
I made seven pages of notes while reading this book (I usually make one or two) so there’s a lot to take in: don’t talk too much… you don’t need to shout… give students 5 seconds to answer questions… there are 3 types of test… be fair to all students… don’t just call on boys to answer questions… there’s much more. My internship in April will help me put this wealth of theory into practice.
Becoming a Teacher (5th ed.) is an excellent starting point for teachers-in-training. I loved reading this book. ★★★★★
Strangely, this book is a moderately flattering history of schools.
310 pages, ★★★
Over-schooled but Under-educated isn’t so much a critique, or even a blueprint, as a history of schooling. It reads like a selection of meandering essays about when schools were built, by whom, and for what purpose—basically, by churches in the 19th century to handle the delinquent poor; and later by the new, self-made middle-class as an attempt to push their children out of skilled labour and into the aristocracy. Over-schooled but Under-educated thus neglects its “schools need reform” thesis for six chapters! In the introduction, the author even writes, “you can skim-read chapters 5 and 6 to read chapter 7 properly, which is the crux of my argument”.
This book’s points are largely obvious. Schools need reform; teachers should let students learn by themselves; standardised tests set precedents more than they measure a student’s existing ability; and the family environment (that’s Pierre Bourdieu’s “Social Capital”) accounts for a greater proportion of a child’s education than does the experience of that child’s teacher. As a teacher, I feel like I knew all this already.
I was expecting something revolutionary from this book. The distressed title font emanates undertones of strength, grunge and rebellion, but none of this was to be found. Instead, it’s written like a collection social sciences essays, and I was thus disappointed.
That said, Over-schooled but Under-educated was worth reading. The most constructive part was the chapter on Finland’s model of education, from which all Western countries, supposedly, can learn.
My own teacher training will take precedent over any other books that I read on education. At this stage, I can agree with the role of a teacher being a “guide on the side”, not a “sage on the stage”, but when my Diploma of Education starts in February, even this view will be up for debate. ★★★