Three Student Interactions

Act 1: I have a stacked AB / BC Calculus class with about 13 BC students (and those with a mix of kids that took AB last year and some that haven't) and 6 AB students. We've all done the best we can (well, most of us), and I'm differentiating up the wazoo, and today was a topic I'd covered for some of the kids last year. So. I had a worksheet with 16 problems and let the "oldies" get started on it independently. I taught the "newbies" what's what, and we worked through 3-4 examples from the sheet. The rest of the worksheet was for homework. One of the "oldies" comes up to me after class and says, "I just wanted you to know that we only got through 6 problems, so if WE can't do it, don't expect the new people to finish their homework tonight", in a patronizing sort of way. Oh my. Get over yourself, is what I say.

Act 2: In that same class, at the end, I made the announcement that next semester, if they still want the AB designation, they may think of switching to the other period which is ALL AB and goes at a much slower pace (as it's designed to do). Something for them to think about. Also, if they wanted to stay in this period, they'd go on independent study and just review while I moved on with the BC students. So. Later on, a friend of some of the students in that class who does not have me for math this year, but comes by to visit as I've had her before, comes and says to me (in what I think of her ever so helpful voice), "I wish your BC class wasn't so hard that people had to switch down to AB". OH MY. What was today? Give advice to teacher day?

Act 3: I guess my speech the other day about passive learning actually sunk in to some students. A kid that is bright but has been coasting (and not to well) on his former success in math by just breathing, is not doing so well in calculus with his old ways. We had a discussion about his notes and about how he could use them more effectively and such, and he seemed genuinely surprised at the suggestions, like it had never occurred to him to read over his notes every night to refresh his memory ... or to go back and look at examples in his notes for suggestions on how to do problems. He mentioned something about, "well, hmmmm, maybe I'm being a passive learner like you had said." Hopefully, this will spur him to action.

"What are finals?"

I have a German exchange student in one of precalculus classes, and this was her question. Soon to be followed by, "are they hard?" after I'd answered the first one.

I'm trying to promote less passive learning since I see the trend at this school is: what's on the test? are you going to give us a review packet? oh! SATs on Saturday? Did I study with a workbook or online? No, why would I do that?

My first review assignment last week was: create a list of at least 20 topics that we've studied so far (I prompted them for suggestions on where they could find such crazy information: book, notes, test, homework...). Number the list, and by each topic write 2 things: approximate date "learned" (tee hee), and E/M/H for the difficulty level you experienced then and/or now on topic.

My next review assignment: choose 10 of the most challenging topics for you, and on an index card on the front write topic and a representative problem. On the back write a correct, worked out solution and maybe some hints to yourself. "make it worthwhile for yourself. don't just do it to complete this assignment."

I talked with them about passive learning and gave them a pep talk about, "you could probably write the final because think about what I'm going to do: make a list, pick some representative problems ....". I guess I just want them to reflect on the topics, and even just the act of writing the 10 index card problems will jog something in their memory. I'm also hoping that this will give them an idea of how they can study independently in other classes/schools/college/SAT...

This weekend I want them to practice their cards ... and yes, I'll have some review material next week and spend some class time ... I don't know what else I'll have them do with their cards and such, but I should do something.

Parent Contact

I got chewed out through a string of e-mail messages with a parent yesterday. ... But first a little background. I teach juniors and seniors, and if there are problems, I mostly deal with the kids. I figure that it's time to snip the apron strings and have them take more ownership for their learning. It's worked for me so far, and I mostly have students step up to the plate. I still have parent contact, and I keep them informed of the grades regularly by e-mail. But... -

head on desk? make them sit up/find out they're working 40 hours a week or not sleeping/feel bad for them/keep prompting them to sit up.

cussing in class? stongly discourage it with humor/stern looks/constant reminder until it stops.

Not turning in homework? highlighting the fact to them/sending their grades via our grading program and e-mail to all available addresses/prompting them to come in for help/accepting late work/tutoring.

And if a parent initiates contact with me, I'll make sure they're on the e-mail contact list, and keep them updated.

So. This child is failing my class. She turns in her homework late, in a rush, during the last weeks of the grading periods. She has come in for help maybe 3 times during the year. She never turns in her test corrections. She "yeses" me about coming for help, but doesn't follow through. I still send home grades and progress reports every week and a half or so. I have never heard from the parent. Well, unknown to me, somehow her mother's e-mail address got "unchecked" in the grading program, and she hasn't been receiving this child's grade updates. The only way I guess she found out her current grade was to check her daughter's e-mail. (after thinking about it, I remember that the girl had come in one day and told me that her e-mail address had changed and gave me the new one. I didn't think anything about it, since we have many parents that don't have e-mail, and I had no reason to doubt her, and so I changed it. Bad move.)

Well. ...oh my god you're a horrible teacher...why didn't you contact me if her grades were so bad ... I see you've given up on her ... I'll be speaking to her counselor ... I'm not your average parent, I care about my child's grades ... and back and forth.

Note to self: Make SURE you have some working e-mail address for any potentially failing student.

Random Thoughts

* Sometimes it's just nice to have a full period of just practice on current topics without feeling you have to physically "teach".

* Kids that are chatty and goofy to you and seem to disrupt the class are welcome diversions for some other students ("thanks for making class fun").

* Sometimes students just feel like zoning out by 7th period because they've had to sit in their seats ALL day, and they're tired after lunch, and they need a brain break.

* Having kids volunteer to go caroling to another math class with your "fraction song" is fun.

* Some kids are so shy they never talk to their group mates, and so their groupmates never talk to them, and so the kid feels like no one likes them. Note to self: take another groupmate aside and ask her to make a special effort to talk with this shy one.

* Losing your school keys and STILL not finding them after 2 weeks even though you KNOW you opened your classroom door with them and then POOF they were gone is creeping you out.

* What stays in the corner but goes around the world?

Seating Charts

The natives are getting restless, and chatty, and so it's time for new seating charts. I used to feel semi-bad about moving them around and deciding where they sit, but now I don't. As I tell them
1. it's not fair to always have to sit in the back/front/etc for the whole year
2. it's nice to meet new people

I poll them on quarter sheets of colored paper before I switch seats, to see if they have issues (eyesight/air conditioner/strong dislikes...), and to see how everything else is going in class and in life. I've gotten various positive comments back about seating charts, and I've noticed students actually making new friends after seats have been changed, so I guess it's a good thing ... AND quiet for a while.

And if I remember, the first day after seats are changed, I make sure to put 2 questions on the overhead for them to discuss with their new group (they sit in groups of 4 seats) for about 5 minutes, and then we class share, so that they get a chance to be forced to interact and learn each others' names.

My Classroom Clock

Classroom Clock
Originally uploaded by math_mambo.

A couple of years ago my student aid showed me this great idea for my classroom clock, and I've used it ever since. Now my frazzled mind does not have to remember the quirky ending times of each period. I can just glance up and see how much time I have left for my fascinating mathematical lectures.

Practice

I bought an intriguing book a few weeks ago, and I've been reading snippets of it. It's about "how the brain learns", and I just read a section that gave me pause:

Practice doesn't make perfect. Perfect practice makes perfect. If a student is just learning something new and is starting their practice of the concept, but does the method incorrectly over and over at the start, that's going to stick in their brain and will be harder to unlearn later.

Well that's kind of scary, and I can see how I now want to rush around the room and make sure they're all doing it right the first time.

I also read on another thread someone's thoughts on how we teach math: if we taught English the way we are prompted to teach math, then we'd never teach Poetry or Shakespeare. You'll never use them in real life. However, your education would be remiss without being exposed to them.

Testing Testing 123...

I tested in all my classes today. I re-remembered (?) a strategy I've used before for particularly chatty/social classes - the ones that take about 5 minutes to settle down to start a test. I stand at the door and hand them the tests as they enter the room. That way, they immediately put their stuff away and get to work, and I don't have to "shhhh, shhhh" them at all. Note to self - don't forget this strategy. Note-note to self - who are you kidding.

I also noticed yesterday that my precalculus classes were all stressed out because I was going to make them remember trig sum/difference/double/half formulas. So I pulled out another trick today. I "sold" them a formula sheet for one point off their exam (out of 30 points). If they chose not to use it, I added a bonus point to their exam. Sheesh. I hope it worked for some of the kiddies.

I again differentiated my calculus exams. They're onto me now, though. As I'm handing them out, they all (the upper level ones) pipe up with, "are there different versions?", and they watch how and to whom I pass out what, and I don't even say anything, and then they answer themselves with, "yea, different versions."

Okay, now I get to grade the things. Yay, grading.

Old Age Benefits

In precalculus the other day, I was demonstrating with my body (ooh, tactile learning) how angles can be coterminal. I propped out one arm to signify my original angle, and then did a windmill type motion with my other arm to signify going around 2*pi times to end up at the same place. I was exuberant in my delivery and went around a couple of times.

A few kids in the front rows started giggling. "Can you do that again?". Giggle, giggle. I realized they were staring at my arms ... specifically at my "tricep" region that didn't stop moving when my arm did.

Hmph. I fake grimaced them and asked if they were laughing at my fat, and warned that they'd be there some day. Little pipsqueaks.

Last Day of Grading Period

I was uncharacteristically on top of my grading and entering this week (thanks to my student aide in a big way), and I was trying to have no work to do this weekend because it's our 12th anniversary. Well, wouldn't you know it I had about 5 or so students stay after scrambling to turn in late work for partial credit and do retests and a "hail mary pass" to try to pass for the 6 weeks. Some of them made it, and some didn't.

Hey! here's an idea. Turn in your work on time and come in for tutoring BEFORE the last day of the 6 weeks. Well. I guess some of them are still learning how to learn, and I believe they need to fail before they see the need to actually change their ways.

Funny joke from a Laffy Taffy wrapper from my students: Why was the policeman in bed?

He was an undercover cop. (ar ar ar ar)

differentiating instruction

For my last calculus test, in both classes, I gave 3 versions of the test to the students, and I decided silently which to give to whom. I had a bulk of studetnts take the "middle of the road tests" that was challenging but doable. For my struggling kids I gave a basic straightforward "regurgatate what I taught you" test with teeny "twists". Then, for the elite "yawn, I can do this in my sleep" kiddies, I gave a 3 question super hard exam with the unspoken thought that I'd give them full credit (which they would have earned on any of the other versions) if they just put out an effort.

No one knew what I did, and as the test began I watched the "elite" faces. They looked at the test, looked at me, looked at the clock, looked back at the test, looked at me. I just smiled and made the "come on what are you waiting for" motion with my hands. They rallied forth. They didn't finish, but I quietly went around and stuck sticky notes on their tests to tell them to finish at home and turn it in the next time or whenever they finish.

Several have turned it in. A few have questions, and I gave them hints. A couple of kids have come in for tutoring and I set them to work with each other, and they fed off each other's brains. I keep reassuring them, "I wouldn't have given it to you if I didn't think you could do it". Most are doing fine. Only one kid keeps saying, "it makes me feel stupid". He's the one that was a wee bit cocky about his abilities, such as they are. Hopefully, he'll step up to the plate.

No other news. Except a ton of kids come after school for tutoring. I provide snacks (graham crackers and "cheddar bunnies" and such), but I make sure to kick them out in time to go to yoga or tap :). Sheesh, they're demolishing my supplies. Must. Go. Shopping.

Words

A student was recounting to me her "horrible, awful, very bad day" of a few days ago and just generally venting about things. One incident that happened was that a counselor had given her a key to the teacher copy room to go retrieve something. Now at our school we have a variety of hall wanderers and kids skipping class and not being where they are supposed to be, so it's easy to get into the habit of treating every students you see outside of class during the day as someone who's "doing something wrong" since they're not in class. This student is not that type at all, but she got flustered when a teacher started giving her the 3rd degree about why she had a key and who's was it and what was she doing there. And I guess he said some off the cuff remarks to her.

As she was recounting this to me, she said, "you know, teachers should know the power of their words to students - whether they're good words or bad, they greatly affect us. Maybe you guys don't know how much".

It also helped remind me not to treat every student I see in the halls as "criminals". I've put on more of a concerned air (where are you supposed to be, sweetie?) as opposed to a police air (where's your pass!?!). This has led to some interesting short conversations with kids:

- my teacher kicked me out of class because I smiled and she thought I was being disrespectful.

- I was kicked out of TMC because I had my head down, and the teacher said, "Robert, put your head up", and I didn't respond because my name is not Robert, and the other kids laughed, and the teacher thought I was being fresh.

- I have to go to the school store to buy "female supplies" but I don't have money, and I can't find my sister, and the next period teacher won't let me be late because she's mean.

- (in response to my question of "what's so interesting to look at out there" to a boy who was in the halls just staring out the window at the lunch time crowd) "girls", he said bashfully.

Perceptions

Beginning about last week I started to notice that I was unnecessarily stressing myself out about everything.
- Things to be graded? What? They must be done RIGHT NOW.
- Certain students not doing well (even though they're not coming in for tutoring or doing their homework)? What can I do? It's MY issue.
- More duties that eat into my prep periods? Why I'll just wake up extra early and do my work at home.
- Dust bunnies moving in with us at home? Grumpily clean house instead of napping or sleeping.

Then all my dust bunnies must have been in alignment, because I read about BRFWA, which I remember as "barf"-"waaaaaaa" (as in how I can make myself feel), which stands for
Breathe, Relax, Feel, Watch, Allow. .... That and my new mantra, "I'll do what I can do, and that's all that I can do" (not to let myself off the hook, since I still work hard, but to cut myself a break). ... riggggggghhhhht, let's see how long this inner peace will last (1 day and counting).

Sayings & Young Students

The other day a student and I were discussing teacher salaries, and he was mentioning that teachers don't get paid nearly enough, and that I probably don't earn much. I responded (thinking of how it seems to not be getting any better), "yea, it's all going to pot". He got a disbelieving look on his face, and after I understood his confusion, I explained the meaning of the saying. ... Now whenever he sees me, he teases me on how I spend my paycheck.

Another student was semi-grumpy because I wouldn't let him leave class to go to the other side of the campus to get his math notebook. After some grumbling about how life was unfair, he looked at me and said with a stern voice, "ENGLISH Rocks".

Differentiation: part 2 (3? 4?)

In my AB/BC stacked AP calculus class, I have a wiiiiiiiiidddddddeeeee range of abilities. The same holds true for my 2nd AB class. I've tried various things, but the "lower" end stays at the lower end. I just finished grading and handing back the latest test, and the "low" scores were still low. I'm talking about 4 kids out of 19 in one class and 6 out of 28 in the 2nd class. The others are fine. So I threw it back at the class and asked them to write suggestions on how to make sure EVERYONE understands every topic. I got great feedback.

Some student ideas:
* have study buddies in class. after a day or so of instruction, have a practice day where lower and higher students are paired up.
* don't teach the "tricky" stuff in class, just go over the basics so we get a good grasp.
* for homework, also include varying levels of difficulty from basic skills to AP level type questions.

Monday Blues...

You know it's time for seat changes when every 4th sentence out of your mouth is, "Shhhhhh".
You know it's time to reteach a topic when most of the students got that type of problem wrong on the test.
You know it's time for an ethics discussion when after you hand a test back, a student asks why she got one problem wrong ... and you can see the erasure marks and "revisions" on her test from her freshly updated answer.
You know the school tardy policy is not working when a pack of 15 kids are cutting and roaming the halls yelling and disrupting your class.

It was one of those days. Monday and raining and in the October slump.

Expectations

I love my tap dance teacher. She's the ultimate professional who cares about her craft, and she expects the best from us. Me? I'm usually just happy I get the steps and can remember them and string them together when the music comes on. Her? She keeps "harping" at us: "it's not a drill, folks. Dance. Listen to the rhythm. Listen to each other. Don't fake it. ....". She has high expectations for us, and I appreciate that and want to do better.

Of course, then I think about my teaching. I have kids that are happy just to pass my class. This would be perfectly acceptable for them. I have to keep remembering to "harp" at them: "you can do better. THINK. Do your homework. 70? You can get an 80 ... a 90. Put out more effort. Come for tutoring."

On another note. Usually this year, I make all my handouts either by cutting and pasting from various resources, or by hand. When I get something typed up, I'm excited to share. I have a trigonometry "shifting, period, amplitude" type sheet for sine and cosine graphs all "perty-like" that uses Winplot for my graphs. If anyone wants a copy, please send me e-mail: math_mambo@yahoo.com.

"Favorite Class"

It's hard to bypass the following question gracefully:

"Ms. Cookie, are we your favorite class?"

Some of them ARE actually my favorite class, or the favorite class of that day, or year, or such, but I'd never tell them either way, so I say,

"Yes. You are my favorite 3rd period class. This year. In this room." That seems to get us all past the topic.

I do have to say, that I LOVE my last period class of the day. Today I had to "sneak" out about 3 minutes early to make a mandatory meeting across town that started 15 minutes after my school day ended (that then happened to be canceled after I got there!). I left them with my student aide, and I was completely comfortable knowing that they wouldn't be "bad". They're good kids and goofy and sweet, and they try hard, and it's just a nice way to end the day.

A Funny

I was walking around my precalculus class while they were graphing y = arcsin x, and I was trying to inject a bit of humor into the lesson. I didn't know where I was going with the joke, but it turns out I didn't have to.

Me: Knock Knock
Class: Who's There
Me: Radians
One Girl: Go Away

Different Perspectives

Some history: In one of my first few years of teaching, I was at an upscale school where the challenging courses were actually challenging. A student in my geometry honors class was debating whether or not to switch to an easier track, and she decided to stay in class. She struggled all year, and I believe ended up with a C. At the end of that year I had the students write a letter to my next year's students telling them various things - what to expect, what to do to succeed, what to study harder than they think they should, etc. The students also put in their own comments on other things. (I would give these letters to the students at the start of the next school year). Well, this one girl in her letter mentioned that she was really happy she had stayed in the class because it proved to her that she could do something challenging. So even though she didn't get a "good" grade, she felt she was successful in this endeavor. This stuck in my mind.

This year I have a couple of students that were debating early in the year whether or not to stay in precalculus preAP. They were struggling and had/have low algebra 2 skills. I told them that I can't tell them what to do, but that as seniors, if they skip a year of math, it will be extra hard the following year in college to get back into it. They both decided to stay. One is doing fine and is coming in for tutoring. The other is still struggling with basic concepts. This morning his mother sent me e-mail basically saying, "I'm sorry he decided to stay in the class as it looks like the rest of the year will be a struggle filled with low grades". That made me sad for her and for him. I wrote back to her about how it would be extra hard the following year in college for math placement exams if he missed a year of math. I suggested tutoring for algebra 2 skills, and she asked for names, so hopefully they'll follow through.