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FAANG Exit to MBB?
3.5 YOE, Non-technical, 150k TC
Been at Alphabet my entire career post-undergrad. Managed to move from Google to a well-respected Bet where I’m very happy. Undergrad was a pretty general liberal arts degree and haven’t pursued grad school yet.
What would it look like (from a TC + long term career standpoint) to switch over to MBB for a year or two then go back to FAANG?
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I have an alternate 'packet' that goes through the same concepts as the lab without the activity. More reading, more writing, more problems... Its more work for me at the beginning of the year but it doesn't take long and they don't make that choice anymore.
Great advice đź‘Ť
RCD= Responsibility Centered Discipline. Benifits and support on why the behavior is not appropriate and what can they do to prevent it from happening. Also, due to safety during labs you could have the student sit out of the next lab to observe.
Is their behavior a danger to themselves or others. Yes? They need to be removed ( whatever that means in your school) no, not dangerous, then allow them to stay and watch a recording of a previous class, supply them with a groups data, and have them write up the lab on their own. After the immediate problem is solved, chat with them and help them figure out why they are doing what they are doing. Behavior is a type of communication, what are they trying to tell you? Hurting people hurt people, don’t take it personally, they would do something similar with another teacher ( although sometimes they act differently with different genders… see hurting people quote) so don’t take it personally.
I had a student that was always acting out because he was too embarrassed to communicate in front of his peers. When he decided to talk after taking him to the side numerous times, I discovered he was a heavy stutter. His previous teacher never discovered this, because he wouldn't talk at all. He raises his hand and participates in class now. I am still having problems understanding him most times, but he does try. Behavior turned around 90-95%. Yes, he now gets speech services.
After last year's experience, I have virtual versions of most labs that I would do in class. I agree with comments from the other teachers, I believe having the opportunity to perform an activity is more exciting and rewarding than completing it virtually. Over the years, I've had some students disagree. I too would remove the misbehaving student from the lab area, and possibly the classroom. After speaking to the student, I might try again to bring the student back into the lab.
I first explain class rules give him or her three strike rule and call a parent/guardian. It sometimes work to show a PowerPoint about classroom rules and expectations and have each student to sign an agreement form.
Either way they have to learn to write. Is there a reason they are misbehaving?
Unsure really, trying to help a friend. They are freshman in a level bio class
Find something he may be interested in and let him write about it, you may want to allow him to talk about it first and then help him compose his thoughts (before COVID I had to hear all about Fortnite, and appear really interested so I built a math activity around it.)
I sit them for the rest of the lab and then we try again another day. They get a zero, but the kind of student who is acting during something interesting like a lab is to going to care about the points so why bother with extra grades?
Not getting to do one of my labs IS the punishment. If your students don’t care about missing the lab, then you have another issue.
Disclaimer: I spend a lot of time on safety and then class expectations. I’m currently in my scientific method unit and won’t actually do a lab for a while longer still. By the time we do a lab, they are meek in temperament and excited in spirit. The lab goes great and we build from there. Start slow and heavy on paperwork and seat time and build relationship and frontload well in the first quarter and then you are WAY less likely to have this kind of thing happen.
As others said, I think getting to the root of the misbehavior is important to prevent it from interfering with future activities - especially if there’s a safety risk present in the lab. Maybe just make them observe instead & if there’s another worksheet or other technical activity that correlates they could do that.
I wonder what kind of safety guidelines did you establish first? If your class rules were clear as ways scientists should operate in a lab therefore there shouldn’t be loopholes nor lowering the standards. If they were elementary students-yes; I will be more lenient by letting that slide, middle school students: maybe yes, maybe no. Because they are high schoolers, raising the bar for them so they know better next time. Start having them think like real scientists in a lab.
Rising Star
That is a tough situation, not just because it’s 14 and 15 years olds, but also because depending on the lab it could be dangerous for other students. I would probably do a version of the answers from above. The rules with my students are simple. If a student can’t do what is expected, they don’t get a ticket to the show. If a student was misbehaving, I would have a packet ready to go for them to do individually outside of the classroom. Yes, it would involve more reading and writing, but it is the choice they made. I do agree with the post above that a student who hurts, hurts others, but you also owe the students who are engaged and focused the best situation possible with that lab. You can record the lab so that you have it in case any student can’t/won’t meet your standards of safety. I think it’s fair for more reading and writing. I’m sure you explained the rules very clearly at the big inning of the year. I would also contact the student’s parents prior to the student leaving for the day.
I agree with you about not using writing as punishment.