Yesterday I had passed out a colored sheet of paper and asked my calculus class what topics they want to review as a class and also any suggestions on how we spend our class review time. They were to list a topic, and if their topic was already listed, they were to put a check mark by it, so I could gauge popularity. One of the topics they stressed was derivatives of trig and inverse trig functions.
Today, I listed the 12 trig and inverse trig functions on the overhead and discussed memory tools I had for the derivatives of the 6 trig functions (all the "c" ones are negative; there's always 2 secants and a tangent; cotangent is like the pesky little brother of tangent and wants to be just like him; cosecant ditto to secant). Then I gave them 3 minutes, and they were to come up with memory tools for the inverse trig functions. I didn't know how it was going to work, but there were several good discussions going.
As we met back as a class, the ideas were slow at first, and then I don't know what happened, but as a class they came up with several good ones to remember the derivatives of the inverse trig functions (sin^(-1), cos^(-1), ...):
* if the name has a "t" in it, then there's a "+" (1+xx) which looks like "t"
* if there's an "s" anywhere in the name of the function, it involves a "s"quare root
* anything starting with a "c" has a negative (think grade c-)
* we learn sine and cosine 1st, so those are "1-xx" (as opposed to "xx-1")
Whew! I think those may even help me remember the inverse trig derivatives :).
Wednesday, April 25, 2007
Wednesday, April 18, 2007
Review
Yesterday I gave a mock AP calculus exam for my students while the rest of the school population was taking the state-mandated exit exam (yay TAKS). Three hours and 45 minutes or so of testing. Oh my goodness. For the most part (aside from doing some chores here and there), I took the BC exam with my students. Whew! I got exhausted from the extended mental challenge, so I can empathize with them when they come back from the test looking drained.
I can also empathize with them on another aspect. This is the first year I'm teaching BC, so it's the first year in a long time (and maybe ever for some topics) that I've seen various things: calculus on polar functions, on series, parametrics, logistic growth, etc. And in my treadmill type of year, I haven't revisited those topics since I taught them weeks and weeks ago. So. As I'm taking the exam and the topics come up, I felt like the students. I remember seeing the topics. I know I understood them when we were doing them. I'm not a stupid person. I just don't remember the details on some of them. I guess I must be human.
Here's to me not thinking of review in class as a "wasted day when we could be learning something new and why don't they review on their own what kind of students are they and I'm enabling them by hand holding them through a review oh my gosh the next thing you know I'm going to have to wipe their noses for them". Here's to me thinking of a review as a necessary part of the learning process that's worth "taking a day for". I could also think of it as money in the bank for the later part of the year when we take many days to review for the actual exam. Maybe it'll be an opportunity to think of memorizing tricks.
Aside: as a class we came up with a good one for memorizing the Taylor series expansion of sin x, cos x, and e^x. The sine function contains the odd numbers of the pattern, the cosine contains the even numbers, and the e function contains all the numbers in the pattern. So. The "i" in sine looks like 1, and that's odd. The "o" in cosine looks like zero, and that's even. And. "e" for everything. Woot woot. It worked as I was taking the test.
I can also empathize with them on another aspect. This is the first year I'm teaching BC, so it's the first year in a long time (and maybe ever for some topics) that I've seen various things: calculus on polar functions, on series, parametrics, logistic growth, etc. And in my treadmill type of year, I haven't revisited those topics since I taught them weeks and weeks ago. So. As I'm taking the exam and the topics come up, I felt like the students. I remember seeing the topics. I know I understood them when we were doing them. I'm not a stupid person. I just don't remember the details on some of them. I guess I must be human.
Here's to me not thinking of review in class as a "wasted day when we could be learning something new and why don't they review on their own what kind of students are they and I'm enabling them by hand holding them through a review oh my gosh the next thing you know I'm going to have to wipe their noses for them". Here's to me thinking of a review as a necessary part of the learning process that's worth "taking a day for". I could also think of it as money in the bank for the later part of the year when we take many days to review for the actual exam. Maybe it'll be an opportunity to think of memorizing tricks.
Aside: as a class we came up with a good one for memorizing the Taylor series expansion of sin x, cos x, and e^x. The sine function contains the odd numbers of the pattern, the cosine contains the even numbers, and the e function contains all the numbers in the pattern. So. The "i" in sine looks like 1, and that's odd. The "o" in cosine looks like zero, and that's even. And. "e" for everything. Woot woot. It worked as I was taking the test.
Thursday, April 12, 2007
Class Atmosphere
Last night in tap dance class, as sometimes happens, the teacher started teaching us a combination I swear at a revved up speed. She kept showing us the steps (say 8 sounds) quickly, and before I knew it it was over and I'd maybe got one sound. Then she'd do it again and I got the 1st and the 2nd sound. Then again, and I got the 1st, 2nd, and 3rd sound, etc. I was getting frustrated. She was getting frustrated. "Come on people. These are all steps you know. This class is about putting these steps to a different rhythm. If you're not getting it, then you're not practicing your basics at home. You've all seen this before."
I had a teaching epiphany. I eventually got the steps. But she was going too fast for my comprehension. She was chastising us for not practicing. It wasn't that I didn't want to learn and master the steps, it was just that I needed it taught in a different way. I started getting mad at her, and I didn't even want to hear the sound of her voice. It wasn't MY fault, it was HERS, I muttered to myself.
Then I thought about my teaching. I could see myself in class getting frustrated (hopefully internally) with the students as some of the them struggle with basic concepts that we've gone over in the past that I thought should be second nature to them, and they still didn't get it.
I hope to remember from last night's experience that everyone is human, people have a lot on their minds. It's not that they don't want to be successful in class, they just need a diplomatic reminder of past concepts and a helpful hand to guide them to understanding and mastery.
I had a teaching epiphany. I eventually got the steps. But she was going too fast for my comprehension. She was chastising us for not practicing. It wasn't that I didn't want to learn and master the steps, it was just that I needed it taught in a different way. I started getting mad at her, and I didn't even want to hear the sound of her voice. It wasn't MY fault, it was HERS, I muttered to myself.
Then I thought about my teaching. I could see myself in class getting frustrated (hopefully internally) with the students as some of the them struggle with basic concepts that we've gone over in the past that I thought should be second nature to them, and they still didn't get it.
I hope to remember from last night's experience that everyone is human, people have a lot on their minds. It's not that they don't want to be successful in class, they just need a diplomatic reminder of past concepts and a helpful hand to guide them to understanding and mastery.
Thursday, April 05, 2007
Moment of Clarity
I'm going along, happily teaching logs and 10^x and e^x and ln(x) and making sure to put in cool examples and practice and descriptions. I especially was proud of my continual stressing to them to ask the question of themselves, "what is it asking for?" when faced with the equation y = "log base something of something".
I made sure to stress that log of a particular base can be rewritten in an exponential form and visa versa, and I said that they basically represent the same information. I also made sure to stress that logs of a base and that base to a power are inverse operations of each other. Can you see where I'm going with this one?
Well. Today when a student was reviewing for a test she casually mentioned that in the equation y = log a c you can just replace the right hand side with a^c because it means the same thing. Argh. Big miscommunication. I hopefully cured her of her nonunderstanding, but how many other kiddies are lurking out there thinking the same thing?
I made sure to stress that log of a particular base can be rewritten in an exponential form and visa versa, and I said that they basically represent the same information. I also made sure to stress that logs of a base and that base to a power are inverse operations of each other. Can you see where I'm going with this one?
Well. Today when a student was reviewing for a test she casually mentioned that in the equation y = log a c you can just replace the right hand side with a^c because it means the same thing. Argh. Big miscommunication. I hopefully cured her of her nonunderstanding, but how many other kiddies are lurking out there thinking the same thing?
Monday, April 02, 2007
Random Things
I like when I individually tutor my kids after school, and in that 1-on-1 time, it's easier for me to probe their misunderstandings and ask the right guiding questions to get them on the correct track to solving a problem. Then I can use that information later in class because I'm sure that there are others having similar problems.
I like how being part of the public education system and interacting with kids every day forces me to take a deep breath and start anew every day even when I had a rough day yesterday and REALLY disliked a particular kid's behavior. I have learned (mostly :) ) to dislike the behavior and not (mainly) the kid (on a good day). (apparently with all my "(" and ")", I still have some learning to do).
I like how I constantly learn things from my kids. The other day 2 students were talking, and I didn't hear what the boy said, but I heard the girl's response, "wow, that was really gross. I don't know how to respond to that", and how she put it back on the boy instead of being embarassed.
I like how being part of the public education system and interacting with kids every day forces me to take a deep breath and start anew every day even when I had a rough day yesterday and REALLY disliked a particular kid's behavior. I have learned (mostly :) ) to dislike the behavior and not (mainly) the kid (on a good day). (apparently with all my "(" and ")", I still have some learning to do).
I like how I constantly learn things from my kids. The other day 2 students were talking, and I didn't hear what the boy said, but I heard the girl's response, "wow, that was really gross. I don't know how to respond to that", and how she put it back on the boy instead of being embarassed.
Friday, March 30, 2007
Playing Catch Up
Hey, maybe someday soon I can come up for air from beneath all the piles of grading that are taking over my classroom desk and spreading to other pieces of furniture. I sure miss having my student aid (who got pregnant and left and is now only coming to school part time). It doesn't help that I went on my 3 trips (2 over spring break and one to NCTM) and didn't take papers to grade. ... Get over it and grade.
I remember when I first came to Texas 4 years ago and went to a local math workshop and somebody casually mentioned that she collects and grades homework EVERY day. Me, coming from another school district in another state, who only glanced at homework in class at most 3 times a week, I was stunned. Who has the time? Ew. Now I've joined the land of daily graders (only on completion and effort, though). Apparently, I'm not a full-fledged active citizen yet, though.
I remember when I first came to Texas 4 years ago and went to a local math workshop and somebody casually mentioned that she collects and grades homework EVERY day. Me, coming from another school district in another state, who only glanced at homework in class at most 3 times a week, I was stunned. Who has the time? Ew. Now I've joined the land of daily graders (only on completion and effort, though). Apparently, I'm not a full-fledged active citizen yet, though.
Tuesday, March 27, 2007
NCTM
I just got back from NCTM, and as usual, absorbed some great math and bought some potentially useful books. I loved Steve Leinwand's talk. He made several good points. For example, he does (did?) 5 minutes of cumulative review EVERY day. That adds up to 15 hours of instruction a school year, and his argument was that no one learns a topic after 2 lectures and 2 homework assignment. They need refreshers. He also uses the review to pause and point out meanings of various vocabulary terms, indicating that the really low-performing students are stunted by their lack of knowledge of what you're talking about (meanings of math terms).
I also learned a great calcululator trick. To graph a piecewise function, you can do it all in Y1 as:
Y1 = (x+1)( x<2)
+ (3x-7)(x>2)
all on one line to graph x+1 for values less than 2 and 3x-7 for values greater than 2.
A North Dakota teacher discussed how she teaches polar graphing of limacons and lemniscates and flowers so that it sticks in the students' heads.
I bought books on differentiating instruction for high school math (woot woot, you never find it for this level and this topic) and a "share & compare" strategy book for math. There's also a math joke book from Nasco for calculus I had to have.
Someone shared with me that the fun math ladies (?) instead of always putting name_____ on the top of tests vary it like:
math star ______
_______ loves fractions
future mathematician _______
etc.
So all in all, useful conference.
I also learned a great calcululator trick. To graph a piecewise function, you can do it all in Y1 as:
Y1 = (x+1)( x<2)
+ (3x-7)(x>2)
all on one line to graph x+1 for values less than 2 and 3x-7 for values greater than 2.
A North Dakota teacher discussed how she teaches polar graphing of limacons and lemniscates and flowers so that it sticks in the students' heads.
I bought books on differentiating instruction for high school math (woot woot, you never find it for this level and this topic) and a "share & compare" strategy book for math. There's also a math joke book from Nasco for calculus I had to have.
Someone shared with me that the fun math ladies (?) instead of always putting name_____ on the top of tests vary it like:
math star ______
_______ loves fractions
future mathematician _______
etc.
So all in all, useful conference.
Tuesday, March 06, 2007
Saving Weekend Time
I used to be so excited that I found a way to wash my overhead slides on the weekend. I'd put them in the sink with water, and then swoosh them around one by one and rinse of the excess ink and then put them in between pages of a large phone book.
I used to be so excited ... until it started taking about 45 minutes or so every weekend ... that's when I started slacking off on the job and cursing the slides.
It finally clicked in my head, and what I'd seen many others do and I hadn't been "ready to learn yet" ... well, I finally got it. So last weekend I bought a small spray bottle (5" high or so), and confiscated some of my husband's tired old holey socks, and this week so far, right after each class, that's me. Spritz, spritz, spritz. Wipe, wipe, wipe. No weekend slides. If my calculations are correct: about 5 slides per class x 5 classes x 5 days each week = a bazillion slides I now don't have to dread cleaning each weekend. Bring it on.
I used to be so excited ... until it started taking about 45 minutes or so every weekend ... that's when I started slacking off on the job and cursing the slides.
It finally clicked in my head, and what I'd seen many others do and I hadn't been "ready to learn yet" ... well, I finally got it. So last weekend I bought a small spray bottle (5" high or so), and confiscated some of my husband's tired old holey socks, and this week so far, right after each class, that's me. Spritz, spritz, spritz. Wipe, wipe, wipe. No weekend slides. If my calculations are correct: about 5 slides per class x 5 classes x 5 days each week = a bazillion slides I now don't have to dread cleaning each weekend. Bring it on.
Wednesday, February 28, 2007
I Don't Trust Past History Enough
Every year when I get a new crop of students, we go through an adjustment phase. With some students and classes, it's immediate. With others it takes a while, and with the few rare others, summer comes, and we still haven't adjusted to each other. But like clockwork, every year about this time in mid to late February, we seem to hit our stride, and even though I may have liked or not liked so much various classes, then BY NOW, I really like them all the majority of the time. Yet every year I say, "no this year it's different. I'm not going to click with this class." And most every year I've been proven wrong (slow learner). I've started clicking this year.
A funny moment today: my last period class was trying to sway me to have some free time or something or another today, and they all start chiming in. I interrupted with, "this is not a democracy. It's a monarchy." And then someone piped up with, "yea, but aren't monarchs basically powerless?". We got back to our lesson.
A funny moment today: my last period class was trying to sway me to have some free time or something or another today, and they all start chiming in. I interrupted with, "this is not a democracy. It's a monarchy." And then someone piped up with, "yea, but aren't monarchs basically powerless?". We got back to our lesson.
Sunday, February 25, 2007
Promoting Smart
Today I was out doing chores, wearing my PCMI t-shirt that says "Computational Complexity Theory" with an intricate Turing Machine picture. The teenage girl cashier at Target kept glancing at my shirt off and on while she was scanning my items. ... I choose to believe she was thinking, "gee it's okay to be smart" (instead of, "who's this geek I'm helping, and why is she advertising her geekiness").
In the current culture of idolizing celebrities and materialistic behavior with gucci this and prada that and who got botox here and who's divorcing what actor there, I want to start promoting smartness - not in the obnoxious "I'm smarter than you" way, but in the "hey, being smart and working hard is something good to strive for" way.
My list of t-shirt logos I want to make/buy:
Fractions Are Your Friends
Math Rules
Nerdy Girl
I *heart* Math
.... maybe I'll be crafty and make some with my school name on the back so that I can wear them on "spirit" days.
In the current culture of idolizing celebrities and materialistic behavior with gucci this and prada that and who got botox here and who's divorcing what actor there, I want to start promoting smartness - not in the obnoxious "I'm smarter than you" way, but in the "hey, being smart and working hard is something good to strive for" way.
My list of t-shirt logos I want to make/buy:
Fractions Are Your Friends
Math Rules
Nerdy Girl
I *heart* Math
.... maybe I'll be crafty and make some with my school name on the back so that I can wear them on "spirit" days.
Tuesday, February 20, 2007
What Do Mathematicians Do?
I've had this inkling of an idea for a while now, but I never seem to have the time or umph to put it into action, and here comes a student after school today who reminds me. She wanted to know what you could do with a math degree and what sorts of jobs there were and what did the people actually do all day and did they interact with others or did they just sit and do math at a desk for hours and hours.
My idea was to interview different people who had jobs heavy with math duties and make posters to hang up either in my room or around the hallways. The posters would have a picture of the person, their job title, their degree, and various specifics about their job and how they got it and such. That's just the bare bones of the idea.
This student really wanted to know because she was testing out different versions of her future to see what would fit. After we talked for a bit, she said that maybe the students should do this for credit (or extra credit). Hmmmmm, I'd have to come up with the specifics and such, but it just may work .... or at least be worth trying.
My idea was to interview different people who had jobs heavy with math duties and make posters to hang up either in my room or around the hallways. The posters would have a picture of the person, their job title, their degree, and various specifics about their job and how they got it and such. That's just the bare bones of the idea.
This student really wanted to know because she was testing out different versions of her future to see what would fit. After we talked for a bit, she said that maybe the students should do this for credit (or extra credit). Hmmmmm, I'd have to come up with the specifics and such, but it just may work .... or at least be worth trying.
Monday, February 12, 2007
Teaching in a Vacuum
Most times I get so caught up and busy in preparing and teaching and such, that I forget to talk to other teachers about teaching things or things that happen during teaching. Last Friday I had the chance to chat for about 10 minutes with another teacher, and now I have to remind myself to do it more often.
The day before had been horrendous. A kid had MAJORLY back-talked me in class, and wasn't even sorry about it. I found out my calculus answer manual had been stolen earlier in the week. I had the audit hanging over my shoulders feeling guilty because I hadn't finished it yet. And finally, I needed to finish the National Board Certification application.
So here I was having a pity party in my head and not feeling very chipper. I started telling her about the one thing (poopy kid), and she related a similar incident with "entitled" girls in her last period. I mentioned the theft over the weekend, and she said her room was in disarray (drinks spilled and not cleaned up), too, from some unannounced use of our rooms. I started feeling better, so then I mentioned the other 2 things, and she was also struggling to finish the tasks.
Whew! It didn't make my grief go away, but it sure lessened it to hear sympathetic noises from someone else. I must share more often and maybe find I'm not alone in these minor and major annoyances of the school day.
The day before had been horrendous. A kid had MAJORLY back-talked me in class, and wasn't even sorry about it. I found out my calculus answer manual had been stolen earlier in the week. I had the audit hanging over my shoulders feeling guilty because I hadn't finished it yet. And finally, I needed to finish the National Board Certification application.
So here I was having a pity party in my head and not feeling very chipper. I started telling her about the one thing (poopy kid), and she related a similar incident with "entitled" girls in her last period. I mentioned the theft over the weekend, and she said her room was in disarray (drinks spilled and not cleaned up), too, from some unannounced use of our rooms. I started feeling better, so then I mentioned the other 2 things, and she was also struggling to finish the tasks.
Whew! It didn't make my grief go away, but it sure lessened it to hear sympathetic noises from someone else. I must share more often and maybe find I'm not alone in these minor and major annoyances of the school day.
Monday, February 05, 2007
A Tough School
A senior was telling me today of her recent college interviews with alumni.
A little background here. Our school apparently has a reputation as a "tough" school (translation: people think that because most students aren't white that maybe there are more fights and drugs and gang activity here as opposed to the wealthier whiter schools around). I don't know what people imagine, but I'm guessing they think they wouldn't feel safe at our school. Who knows. I am a perfectly safe whitey, and I teach great kids. The only "poopy" ones are the few bad teenage attitudes in the halls when I (heaven-forbid) ask them to comply with various rules (hats, music, cell phones, wandering...), and I get that from a nice variety of races.
So anyway, this one alumni to interview her lives here, and one of her first questions was: "So is ____ a tough school?". My student replied, "yes, all the classes I'm taking are pretty challenging." (not knowing her implication). The lady asked again, apparently, in another way, and my student defended our school. Woot woot.
We then proceeded to be verbally angry with this woman. But I guess we're guilty of the same thing as she was at times. When we hear of ______ down the street, our wealthier/whiter counterpart, we conjure up all sorts of stereotypes about their monied existence. Whose misjudgment is worse?
A little background here. Our school apparently has a reputation as a "tough" school (translation: people think that because most students aren't white that maybe there are more fights and drugs and gang activity here as opposed to the wealthier whiter schools around). I don't know what people imagine, but I'm guessing they think they wouldn't feel safe at our school. Who knows. I am a perfectly safe whitey, and I teach great kids. The only "poopy" ones are the few bad teenage attitudes in the halls when I (heaven-forbid) ask them to comply with various rules (hats, music, cell phones, wandering...), and I get that from a nice variety of races.
So anyway, this one alumni to interview her lives here, and one of her first questions was: "So is ____ a tough school?". My student replied, "yes, all the classes I'm taking are pretty challenging." (not knowing her implication). The lady asked again, apparently, in another way, and my student defended our school. Woot woot.
We then proceeded to be verbally angry with this woman. But I guess we're guilty of the same thing as she was at times. When we hear of ______ down the street, our wealthier/whiter counterpart, we conjure up all sorts of stereotypes about their monied existence. Whose misjudgment is worse?
Friday, February 02, 2007
National Board Certification
I've been thinking about applying for a while, and this week I went to an informational session for national board certification. It sounds like a TON of work and time, but it seems like it will be something that will force me to actively think about teaching and have the incentive to reflect more effectively. (and it's a ton of work and time). Our district is all gung ho about it, and will basically pay the ~$3000 it costs (youch) if a teacher sticks with the process. There's also the $2000 extra a year in the paycheck that doesn't hurt. ... Well, I have until mid February to decide.
Saturday, January 27, 2007
Eye Contact
Last Wednesday I was at an all-day textbook adoption meeting listening to the publishers promote their wares. Interesting, tiring and enlightening all at once. There was one lady who talked very fast. I wouldn't have noticed it (maybe) if she hadn't been in a group of other speakers to compare to. But, sheesh, I found myself shutting down soon because I didn't have enough time to process her words before she moved on without a break. Then that got me to thinking about my teaching. I think I'm guilty of talking at that speed at times, and now I can see the effect it has on listeners. SLOW DOWN for processing purposes.
Another gentleman turned me off almost immediately. He was a professor and very engaging but seemed to be full of himself and at one point rudely shushed his co-speaker so that he could continue. Ick. Then I couldn't look at him for the rest of the time he was speaking. I listened to him, but I felt uncomfortable looking at him because of my distaste for his actions.
Other times at other talks I was so tired from sitting all day that I seemed to need to stare down at one inanimate object while listening to the speakers. That way I didn't have more stimuli than I could handle in the afternoon.
Of course, then this made me start thinking about my students and their eye contact with me in class. Sometimes I think they're not listening to me because they're staring off as I'm speaking, but then if I ask them about what I was just saying, they can repeat the information accurately.
The book(s) I loved were the ones with fascinating math history vignettes. There was love and duels and theft and all sorts of "non dry" tidbits for the kids (and me). I'll have to bring more of those into my lessons.
Another gentleman turned me off almost immediately. He was a professor and very engaging but seemed to be full of himself and at one point rudely shushed his co-speaker so that he could continue. Ick. Then I couldn't look at him for the rest of the time he was speaking. I listened to him, but I felt uncomfortable looking at him because of my distaste for his actions.
Other times at other talks I was so tired from sitting all day that I seemed to need to stare down at one inanimate object while listening to the speakers. That way I didn't have more stimuli than I could handle in the afternoon.
Of course, then this made me start thinking about my students and their eye contact with me in class. Sometimes I think they're not listening to me because they're staring off as I'm speaking, but then if I ask them about what I was just saying, they can repeat the information accurately.
The book(s) I loved were the ones with fascinating math history vignettes. There was love and duels and theft and all sorts of "non dry" tidbits for the kids (and me). I'll have to bring more of those into my lessons.
Monday, January 22, 2007
Sleepy (take 2,146)
Sheesh ... deprive me of more than 2 hours of my 8 hour sleep, and my patience goes out the window the next school day. I guess I'm used to it now, so about 60% of the time when I'm just about to snap at a kid, I realize that I'm a sleep-deprived zombie with no impulse control on the sarcastic comments, and I can stop them (the comments 60% of the time / the kids the other 40%) . I think I was okay about 62% today.
One funny thing. My kids sit in groups of 4, and when I pass out homework, I put them all on one person's desk in the group for them to pass out. And when I collect homework, I ask them to put them on one person's desk to be more efficiently collected. So I'm walking around while they're working on a calculator activity, after I've passed out returned homework and after we've gone over the current night's homework (but before I've collected it). I see a pile on one student's desk, and I assume he forgot to turn his homework back to his group. He's a funny kid that I like, and I jokingly reprimand him as I point to the pile, "hey! you've got DUTIES, mister." We look at the pile and then I realize that it's the homework I had yet to collect, and he turns to me and says, "no. YOU'VE got duties." Oops.
One funny thing. My kids sit in groups of 4, and when I pass out homework, I put them all on one person's desk in the group for them to pass out. And when I collect homework, I ask them to put them on one person's desk to be more efficiently collected. So I'm walking around while they're working on a calculator activity, after I've passed out returned homework and after we've gone over the current night's homework (but before I've collected it). I see a pile on one student's desk, and I assume he forgot to turn his homework back to his group. He's a funny kid that I like, and I jokingly reprimand him as I point to the pile, "hey! you've got DUTIES, mister." We look at the pile and then I realize that it's the homework I had yet to collect, and he turns to me and says, "no. YOU'VE got duties." Oops.
Saturday, January 20, 2007
Student Insights
One of my students came in before school last Thursday just to use my room as a study place for her vocabulary quiz that day. She was mildly grimacing about a variety of things such as:
"I don't get the students who say their AP classes aren't preparing them for college. I'm studying to learn and honing my skills in the process. Whereas they're just doing enough to pass the tests."
(commenting on the fact that I'm there at 7:30am even though I don't teach my first class until 11:00am) "Some teachers wouldn't be here until 10:30 even though they should, and they talk to us about responsibility and work ethic. It makes me sad for the world."
Another student in my precalculus class refering to the upcoming test:
"I don't think a lot of us know how to study for math (tests) because up to now we haven't had to, so we don't have the skills."
Another student at the end of the period after I had moved him for constantly chatting with this other boy:
"I think you should permanently move me so that I can learn better and not have to be rude to this person that talks to me ALL the time."
"I don't get the students who say their AP classes aren't preparing them for college. I'm studying to learn and honing my skills in the process. Whereas they're just doing enough to pass the tests."
(commenting on the fact that I'm there at 7:30am even though I don't teach my first class until 11:00am) "Some teachers wouldn't be here until 10:30 even though they should, and they talk to us about responsibility and work ethic. It makes me sad for the world."
Another student in my precalculus class refering to the upcoming test:
"I don't think a lot of us know how to study for math (tests) because up to now we haven't had to, so we don't have the skills."
Another student at the end of the period after I had moved him for constantly chatting with this other boy:
"I think you should permanently move me so that I can learn better and not have to be rude to this person that talks to me ALL the time."
Tuesday, January 16, 2007
Snow in Central Texas
For the 2nd time since we moved here 3.5 years ago, it snowed in our city. Okay, snow, sleet, rain, pellets, snow. I guess the whole city shut down over 1/4 inch accumulation. On the one hand that makes me smile coming from NJ where we still would have had school today, on the other hand, I know they don't have the infastructure down here to deal with 1/4" of snow to have business as usual (and why should they).
On my 3rd hand (or 1st foot), school was cancelled today AND tomorrow. Woot woot for a 5 day weekend. Boo Hoo for at least 2 extra days tacked onto the school year now. On my 2nd foot, I'm going stir crazy since I can't go driving anywhere. There is quilting and knitting and web surfing and reading and puzzles .... oh yea, and schoolwork that's sitting lonely in the corner (LiC), and AP calculus audit work (LiC), and textbook committee work (LiC). Hey, they should get together and complete themselves, so that I don't feel too guilty for choosing crafts over work. Tomorrow I'll work more .... yesssssssss, that's it.
On my 3rd hand (or 1st foot), school was cancelled today AND tomorrow. Woot woot for a 5 day weekend. Boo Hoo for at least 2 extra days tacked onto the school year now. On my 2nd foot, I'm going stir crazy since I can't go driving anywhere. There is quilting and knitting and web surfing and reading and puzzles .... oh yea, and schoolwork that's sitting lonely in the corner (LiC), and AP calculus audit work (LiC), and textbook committee work (LiC). Hey, they should get together and complete themselves, so that I don't feel too guilty for choosing crafts over work. Tomorrow I'll work more .... yesssssssss, that's it.
Saturday, January 13, 2007
Blocks & Pieces
BLOCKS
Well, it looks like we're going to block schedule next year. Blach for 3 reasons.
1. "Higher Ups" kept up the pretense of asking for our opinions, but those never seemed to be addressed, and then suddenly the decision seemed to be made.
2. I'd love it if someone would prove me wrong, but now I teach 5 classes of students, and so have approximately 25 students per class (and more often more than that). With block, I'll have 6 classes of students, and so will have 20% more students/papers-to-grade in the same amount of time for the same amount of money. Texas is going towards (to) 4 years of math per student, and now POOF they will have more teacher hours in essence for free. I do NOT mind hard work. I WORK hard to make sure I'm doing a good/great/acceptable-to-high-standards job. I DO mind being taken advantage of.
3. I think students need daily math practice. I think they need time to absorb material, so I can't necessarily cover 2 topics in one day and expect it to be successful.
PIECES
I just introduced piecewise functions to my precalculus classes on Friday. The first year I taught it, I was surprised it wasn't a "gimme" topic. Students were confused by the notation and couldn't always successfully graph/analyze/use such functions. The second year, I tried a different way of teaching it, and still I had more confusion than I was comfortable with. This year, I think I nailed it. (famous last words??)
I started with an electric company example where they charge 10 cents per ___ for the first 500 ___ of electricity per month and 15 cents per ___ for anything more. We talk about why it may be structured that way. I stress the company charges per partial ____ too (continuous). They get to the point where they see the shape of the graph. Then I keep alluding back to this example later to make the connection.
Then I make sure they have colored pencils and a fresh sheet of paper. On the top (as I do on the overhead), I make them draw a number line across the page from -5 to 4, say, (spanning the whole page). I break it into 3 regions and 3 colors and talk about neighborhoods and if x is in one neighborhood, f(x) is ___. Then in the appropriate colors RIGHT under the number line in the correct neighborhoods, we define f, and make a table (all in the right color). Then on the bottom 3rd of the page, we make a coordinate plane, where the x-axis lines up directly with the one at the top of the page and graph the pieces in the right colors.
Then I say, that's too much work to explain this way every time, and we're "lazy/efficient", so here's the shorthand way of writing a piecewise function, and with the same pieces, write it as normal and make the connection with what each piece means. Hopefully, this year, it will be a "gimme" topic.
Well, it looks like we're going to block schedule next year. Blach for 3 reasons.
1. "Higher Ups" kept up the pretense of asking for our opinions, but those never seemed to be addressed, and then suddenly the decision seemed to be made.
2. I'd love it if someone would prove me wrong, but now I teach 5 classes of students, and so have approximately 25 students per class (and more often more than that). With block, I'll have 6 classes of students, and so will have 20% more students/papers-to-grade in the same amount of time for the same amount of money. Texas is going towards (to) 4 years of math per student, and now POOF they will have more teacher hours in essence for free. I do NOT mind hard work. I WORK hard to make sure I'm doing a good/great/acceptable-to-high-standards job. I DO mind being taken advantage of.
3. I think students need daily math practice. I think they need time to absorb material, so I can't necessarily cover 2 topics in one day and expect it to be successful.
PIECES
I just introduced piecewise functions to my precalculus classes on Friday. The first year I taught it, I was surprised it wasn't a "gimme" topic. Students were confused by the notation and couldn't always successfully graph/analyze/use such functions. The second year, I tried a different way of teaching it, and still I had more confusion than I was comfortable with. This year, I think I nailed it. (famous last words??)
I started with an electric company example where they charge 10 cents per ___ for the first 500 ___ of electricity per month and 15 cents per ___ for anything more. We talk about why it may be structured that way. I stress the company charges per partial ____ too (continuous). They get to the point where they see the shape of the graph. Then I keep alluding back to this example later to make the connection.
Then I make sure they have colored pencils and a fresh sheet of paper. On the top (as I do on the overhead), I make them draw a number line across the page from -5 to 4, say, (spanning the whole page). I break it into 3 regions and 3 colors and talk about neighborhoods and if x is in one neighborhood, f(x) is ___. Then in the appropriate colors RIGHT under the number line in the correct neighborhoods, we define f, and make a table (all in the right color). Then on the bottom 3rd of the page, we make a coordinate plane, where the x-axis lines up directly with the one at the top of the page and graph the pieces in the right colors.
Then I say, that's too much work to explain this way every time, and we're "lazy/efficient", so here's the shorthand way of writing a piecewise function, and with the same pieces, write it as normal and make the connection with what each piece means. Hopefully, this year, it will be a "gimme" topic.
Sunday, January 07, 2007
Vacation's Over
It was a nice long one. One great thing about Texas is we consistently get 2 weeks off for the holidays. I had a chance to sleep in about 8.5 - 9 hours. Luxury.
Things I want to concentrate on this semester (or make further progress on):
1. I'm trying to assemble a workable plan for getting the kids to keep track of their grades. I know as a human it's always easier to sit back and let things be done for you: how many homework assignments are you missing? what's your current average? My rough plan is to make a blank skeleton sheet with room to write each assignment as it's given and turned in and returned. This sheet will be turned in weekly for a grade ... how feasible is it that I will check its accuracy? Maybe that's a quick scan on the grading program. Maybe it will also have room for a parent's signature and comments.
2. I keep thinking about but never actually doing this: teaching kids some simple ways on how to effectively use their notes. Sticking points for me: how do I get them to buy into it, how do I assess their attempts?
3. Okay, my baby step is to read my brain-based learning and teaching for memory books at least 30 minutes once a week, and by the end of this next 6 weeks incorporate one new strategy until it's a habit for me.
Things I want to concentrate on this semester (or make further progress on):
1. I'm trying to assemble a workable plan for getting the kids to keep track of their grades. I know as a human it's always easier to sit back and let things be done for you: how many homework assignments are you missing? what's your current average? My rough plan is to make a blank skeleton sheet with room to write each assignment as it's given and turned in and returned. This sheet will be turned in weekly for a grade ... how feasible is it that I will check its accuracy? Maybe that's a quick scan on the grading program. Maybe it will also have room for a parent's signature and comments.
2. I keep thinking about but never actually doing this: teaching kids some simple ways on how to effectively use their notes. Sticking points for me: how do I get them to buy into it, how do I assess their attempts?
3. Okay, my baby step is to read my brain-based learning and teaching for memory books at least 30 minutes once a week, and by the end of this next 6 weeks incorporate one new strategy until it's a habit for me.
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