As the spring 2023 semester gets started, I thought I would write a little bit about what I do.
As I mentioned last week I am a physics teacher. I currently teach at Scottsdale Community College (SCC), and as stated last week I have been a teacher for quite a while. I spent 13 years teaching part time at Chandler-Gilbert Community College and then I was hired full time at SCC. Before that I taught lab classes while in college.
I love it. I love seeing students learn new things. The how and why of what is going on around my students on a daily basis is what I want them to learn.
I love seeing them “get it” when a lab they are performing does something they weren’t expecting but matched what the physics says should happen. One lab where this happens covers Newton’s Third Law of Motion which states “For every action (force) there is an equal and opposite reaction (another force).” A lot of students think they know what this means. But when you ask them to explain it you get all kinds of responses like: “When I hit someone, they may hit me back.” or “I hit a nail with a hammer and the nail goes into the wood.” Very few students understand that it is an equal and opposite force where there are forces on 2 interacting objects, and that the forces occur equally no matter what. So, I have them do a lab where two objects run into each other. The objects have force sensors on them so they can see the size and direction of the force on each object at any moment in time. I then have them slam them into each other. They do it over and over again with different speeds, different masses, and different directions of motion. Most of the time the students think the faster or more massive object will impart a larger force on the other, but time after time they see that the forces are ALWAYS equal and opposite. Then the students usually “get it”. It is a great time.
I love dispelling for many students the concept that physics is hard. While it is a challenging subject it doesn’t have to be hard. I try to make it relatable in a way that will allow most students to see the application of the material in their lives. This can really help them process it, and it can help take away a lot of the “hardness” of the material. Yes, the math part can be a challenge for some students, but I want them to learn HOW to apply the concepts of physics to different situations, and then worry about the math after that. Now there are certainly concepts that are very hard for the students to process mentally (Gauss’s Law), but I do what I can.
I am a big proponent of making sure my students learn how to draw free body diagrams (force diagrams, FBD’s) and setting up net force equations (Fnet). I feel this is the most important thing they can learn in a first semester physics class (whether it is an algebra or calculus based class). Almost from day one I stress it, and we do it nearly every class period. I always try to make sure they understand that there is a reason for setting this all up. I tell them, “If you can set up a FBD and Fnet equations then you most of the way to solving the question.” (at least at the freshman and sophomore level).
The other thing I really enjoy about teaching is getting to know the students. One comment that I see regularly on my class evaluations is, “He (Mr. Canham) seemed to really care about me and my learning.” That is so true. I care about my students. I want them to understand they are more than just a butt in the seat in my classroom (or a grey square online). They are there for a reason and I want them to know that I care about that reason. I reach out to them before and after class. I try to make myself available to them when they need questions answered. I also try to relate to them when I can (which is getting harder the older I get or the younger they get). Sometimes this results in classes that can get out of hand by the end of the semester because that openness branches out to the students themselves and they get along so well they don’t always want to listen to me. In fact, I recently had a student gift me a whistle to use in class to calm get the attention of the students (thanks Richard). I am looking forward to seeing how well it works. But that kind of class brings me so much joy because it shows me they want to be there. They want to be near each other and learn physics at the same time. In those classes I rarely have students drop out during the semester. They want to be there, and I want them to be there.
So, there is a little bit about what I do as a physics teacher. I think I may expand on teaching physics over time here. I may write about each level and class type I teach, or maybe topics I teach on. Not sure. What are you thought on physics or teaching?
Lovely post about the joys of teaching! And, what works better than a whistle or other loud noises is to walk near some students and raise your hand, asking them to mimic you. The motion catches other students’ attention and they raise their hands. In a few seconds, the room is quiet. This works on university instructors too!!
I have seen the raised hands with young kids, and I have seen it with adults at teacher conferences, but never with college students.