南京三中国际部美达菲学校走进课堂，研有所得，美达菲Shadow Week又来啦！

走进课堂，研有所得，美达菲Shadow Week又来啦！

今年我们在课程的设计和安排上，让老师们可以有更多的机会走进不同的课堂，上一期，我们认识了热情洋溢的MR. Mytinger老师，充满阳光的Sam老师，温暖的Renee老师，浪漫的Sunny老师，接下来让我们跟随更多老师的脚步，来看看还有哪些有趣的课堂呢。

走进David老师的数学课堂，你首先就会被某种“技术宅”课堂气息迷住：不同于大多数老师使用白板手写板书或者展示事先做好的ppt，David老师直接将自己的平板电脑与投影仪连接，使用触屏笔直接在平板电脑上展示解题思路。这种新颖的方式不仅使得课堂讲解更加的高效，也能依照老师的需求灵活呈现需要重点展示的内容，从而更好的抓住学生们的注意力。课堂的节奏很紧凑，但学生们都紧跟着老师的步调，每当老师提问时，总是有人能迅速地做出回应。

Once you walked into Mr. Radford’s classroom, you’d be fascinated by the sense of tech geek: not like most other teachers who write on the whiteboard or use PPT, Mr. Radford directly connects his tablet to the projector and shows the math configuration by writing with an e-pen. This new means of demonstration not only makes the class more efficient, but also provides more flexibility in showing the key content with the help of software and presenting the progressive steps in solving complicated math problems. Thus the students are more concentrated and clearly know what’s the most important at the very point despite the fast pace of teacher. Whenever comes an in-time question to check for understanding, there’s always students can give quick response. 

——Sunny

高三Mytinger的文学课程，主要在几个单元中探讨在人们经历了不同文化，民族，和传统碰撞后如何发现自己的身份认同。Mytinger老师从新疆的历史切入让同学们看到了一个经过不同朝代的民族在文化融合过程中所遗失及获得的内容。这次课程主要以介绍为主，其中学生以小组沟通，参与度很高，大部分同学能自如地表达自己的想法和见解。本节课还同时与之前学过的两节课相融合，从各个人群角度剖析多元文化带来的影响。课程涉及方式多样，涉及到历史，影视。让学生能有更广泛的探讨及思考。

Mr Jon Mytinger mainly discussed the concept of identity in the literature class. The unit focuses on how people that experience different cultures, traditions, and perspectives can find their own identity. The class starts from a very interesting point, Xinjiang, for students to delve deeper, since they are all familiar with Xinjiang as a city whereas not so familiar with the history and the dynasties that once ruled it. The class allowed students to see what was lost and gained in the process of cultural integration of a nation. 

The class is informative and thought provoking as it is the entry one to a later project when students need to work on. Students are highly engaged and willing to show their understanding. The class also integrates with the previous two texts related to the same topics, so students can compare all the text from different cultures. Students will watch a film concerning Xinjiang integration and come up with their more in-depth thinking on the topic. 

The class is well organized, fully prepared, and interesting. Students are fully engaged in the teaching.

——Renee

我听了一节Mr Morrow非常棒的西班牙语课。Mr Morrow喜欢用现实生活中的例子来讲解课程，使学生更容易理解。还有他可以在教学中经常运用幽默，这使他成为一名负责有效的教师。有时，他不仅教学生教学大纲上的东西，还鼓励学生阅读与课程无关的书籍和文章，以便我们获得更多的知识。我认为他有能力与学生建立良好的关系，专业的沟通技巧，深厚的激情和对自己学科的知识，都是可以说明的。简言之，Mr Morrow能使每个学生都喜欢西班牙语。

I had an excellent experience on Mr Morrow’s Spanish class. Mr Morrow liked to explain the lessons by using real-life examples which made it easier for the students to understand. And also, Mr Morrow used to implement humour in his teaching, which made him an effective teacher. Sometimes, he not only used to teach students things which were in syllabus but also encouraged them to read books and articles which were not related to the course so that students could gain additional knowledge. I think he has a great ability to build good relationships with the students, expert communication skills，deep passion and knowledge about his subjects, are a few to state. In short, Mr Morrow can make every student like Spanish.

——Doris

很高兴观摩了双语老师的化学课。这节课是关于简单的有机化合物：酯和羧酸，虽然有些缺乏刺激性，但非常清晰易懂。这就提出了让所有教师都面临的一个问题：是专注于清晰和简单，还是添加额外的材料，使材料更有趣，并且在某些方面更完整，但对于许多学生而言却较难理解。

在课程中，我看到认真专注的学生，他们总是很容易就跟上老师的节奏，来进行课堂练习。对于注意力不集中的学生，我想可能要去尝试丰富课程材料来吸引他们对化学的兴趣。

我很好奇，当我教相同材料的时候会发生什么。我计划对其中一些反应的发生方式增加一些深度，但是这是否能引起学生的注意还有待观察。

I had the pleasure of observing bilingual teacher’s Chemistry class. This lesson was about simple organic compounds: esters and carboxylic acids, and was very clear and easy to understand, although somewhat lacking in excitement. This brings up a question that all teachers face – whether to focus on clarity and simplicity or to add additional material that will make the material more interesting, and in some regards more complete, but also less understandable for many students.

During the lesson, I also was able to observe the behavior of the students while they learned or pretended to learn. Some students followed along and dutifully tried to the classwork. The majority of the students made only a half-hearted attempt to stay with the lesson. Perhaps the material was too easy and didn’t engage the students, but this is only a guess; maybe the students just have little interest in chemistry.

I am curious what will occur when I teach the same material. I plan on adding a bit more depth about how some of these reactions occur, but whether this gets students to pay attention remains to be seen.

——Jason

Mytinger老师的文学课让我印象深刻。他不会像传统的中国老师那样，手把手地去教你分析课文甚至直接告诉你结果；相反的，这一切都是学生去做的。课堂开始前他会将本节课的教学目标写在黑板上，并附带一个正方形的检查框。完成一个教学目标就打一个勾，学生们随时随地知道课堂进度在哪。课堂上讲的也不是文章本身，而是分析文章的手法（角度）；词汇逐步地深入，简单易懂。例如开始讲的是五官感受法，让小孩练习用五官描述法讲述课堂环境；逐步深入到用文化属性、当代特征和历史遗迹。当你学会这些词汇（手法）的时候，就是你练习使用、分析课文的机会了。果然如此聪慧！Mytinger老师十分平易近人，1米八几的大个沟通的时候会半蹲下来，与人眼神平视，根本就不会有压迫感。上衣口袋里插着马克笔，表情夸张又有耐心，老远你就知道，啊，那就是mytinger老师！

I'm impressed by Mr Mytinger's Class. He is very good at imitation. Rather than analyzing artiles directly like most Chinese staff does, firstly key words are learnt. Learning goals are written on the blackboard before classes and  there are check boxes next to them. Once finished one topic, a check box is filled. The key words are deeper and deeper. Firstly maybe you use five senses to describe something. As classes went on, you learnt to find the heritage,  present and reminders. Finally it's your turn to apply it that's analyzing articles by yourself. Smart Mytinger. Kind Mytinger. Patient Mytinger. Mark pens in his pocket, exaggerated emotions , considerate, yes, that's him.

——Suri

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