Aha... for a very long time, I have not been home for dinner on a weekday evening at the proper 'dinner time' of the family, i.e. 6.30 pm. Something I am certainly not proud of, especially when I consider my poor mom who often worries about me enduring hunger and risking malnutrition (which of course, I don't).
Left work early today for a dental appointment. When I was done at 4.30 pm, it felt too strange to head straight home and so I wandered off to the nearby Kinokuniya. Yes, it has been a very long time since I've read anything for pleasure. In fact, a longer time than me not reaching home in time for proper dinner.
Picked up a novel and a couple of Richard Feynman's books. The latter being rather 'geeky' due to their physics content. But I think I do need a healthy dosage of these things to remind me of the physics I've learnt. And as I quickly browsed through Feynman's 'Six Easy Pieces' on my bus ride home, I could almost feel the gears in my brain set into motion again.
There's always a tension for teachers who love their subjects -- that they would very much like to share the most exciting (and often profound) ideas with the students but yet, the students may not be ready or even interested in knowing. Sadly, perhaps the students will never arrive at that stage -- at least, not all of them will, certainly not within the time frame they are under our tutorage.
For me, the struggle is of a slightly different nature. And this struggle can be better understood if I confess that I have not always (and still do not sometimes) loved physics. If anything, it is a love-hate relationship. I love its elegance and its universality and its ingenuity. But that feeling is quickly reversed whenever I feel so inadequate and ignorant and really stretched beyond my means to comprehend the complexeities of the subject.
I know that many others share the same sentiments, especially the second part of what I've described -- a repulsion from physics. Consequently, somehow I make it a point to convince the kids that physics is great and fantastic (very possibly due to my own insecurities). To date, I don't think I've been successful. In fact, many a times, I wonder if I am trying to 'bluff' them into something I myself don't fully believe.
In any case, I guess then that I am more a teacher than a physics teacher. And the really great moments are those when you feel you've engaged the students and they move on from premise to premise to conclusion as you lead them on with the appropriate questions.
Ironically, the recent two episodes I've experienced that sort of satisfaction did NOT happen during my physics teaching. The first came from me trying to explain the difference between 'Scalar (dot) Product' and 'Vector (cross) Product' in Maths. The second came when some desperate students hijacked me one day to ask me how they should organise their arguments for a GP essay. Those two discussions I've had were great -- with students responding and me sensing that they've really took something away from the discourse.
Sigh. What is wrong with my physics teaching? Why have I not achieved that during any physics lesson? Is it because I do not know the subject thoroughly enough to hit the bull's in terms of asking the right questions to stimulate thinking? Or, dare I ask, are the students not ready for A level physics? Maybe the subject is simply beyond them for now?
"Why am I teaching physics :( ?" And so, with this taboo question raised, I am sliding into my 'hate' cycle for the subject once again.
(Of course, I snap out of that when I am able to tell myself that yes, it is tough and that's why I am teaching it. Ahh... the much-needed cure which comes from that little bit of idealism.)