As a learner, learning in and of itself gave me joy. I admit, I do not understand how it could not! But, I do understand that, at least for the majority of the students that I see each year, it does not.
Well, not at least the learning in the way it comes from the curriculum.
SmartBoard presentations, Power Points or Slide presentations, even with bells and whistles, is just the same old same old, with noise.
I know that challenge works, my students tell me. But not the challenge of another long math problem out of context. In some ways, my students are very savvy. They want to know why, like we all do, and they want to SEE it, in action, in some real world application where they can work together to come up with an answer.
And yes, they would LOVE for me to do the work, at the beginning.
I taught a group of students how to juggle this year. Some did not quite get it, and could only toss and catch two scarves. Marvelous! They did not know they could do that before they started. A few got really good with three scarves, and one amazed us all by juggling FOUR scarves when I tossed in the fourth!
Want to see rabid learners? Teach them to do the impossible - step by step.
I am going to teach juggling again, just before spring break. This group has seen the scarves and wondered, and asked, and now, want to learn. The time is right.
But, juggling is not in the Algebra 2 nor Math Models curriculum! How can I waste valuable class time to juggle!
My students learn to do the impossible. They learn that I will teach them, step by step, and applaud their hard work. They learn that they can applaud the hard work of others, and be amazed by something GOOD. They are successful because they TRY.
And then, because they have learned to put forth some real effort, because they have learned to try, they do not need me to do the work any more.
I am feeling better about this semester. I have taken time to connect with students and talk with them about their hopes and dreams, likes and dislikes. I have taken the curriculum and have let my students make it their own. I pull out the critical points, making sure that is what sticks.
Yes, I still struggle. I cannot find, yet, real world projects and problems for the math that I am teaching, but I will. We would not teach it if it was never used, right? I am hoping I can enlist the help of my students. Savvy little thinkers; they may find what I cannot.
Well, not at least the learning in the way it comes from the curriculum.
SmartBoard presentations, Power Points or Slide presentations, even with bells and whistles, is just the same old same old, with noise.
I know that challenge works, my students tell me. But not the challenge of another long math problem out of context. In some ways, my students are very savvy. They want to know why, like we all do, and they want to SEE it, in action, in some real world application where they can work together to come up with an answer.
And yes, they would LOVE for me to do the work, at the beginning.
I taught a group of students how to juggle this year. Some did not quite get it, and could only toss and catch two scarves. Marvelous! They did not know they could do that before they started. A few got really good with three scarves, and one amazed us all by juggling FOUR scarves when I tossed in the fourth!
Want to see rabid learners? Teach them to do the impossible - step by step.
I am going to teach juggling again, just before spring break. This group has seen the scarves and wondered, and asked, and now, want to learn. The time is right.
But, juggling is not in the Algebra 2 nor Math Models curriculum! How can I waste valuable class time to juggle!
My students learn to do the impossible. They learn that I will teach them, step by step, and applaud their hard work. They learn that they can applaud the hard work of others, and be amazed by something GOOD. They are successful because they TRY.
And then, because they have learned to put forth some real effort, because they have learned to try, they do not need me to do the work any more.
I am feeling better about this semester. I have taken time to connect with students and talk with them about their hopes and dreams, likes and dislikes. I have taken the curriculum and have let my students make it their own. I pull out the critical points, making sure that is what sticks.
Yes, I still struggle. I cannot find, yet, real world projects and problems for the math that I am teaching, but I will. We would not teach it if it was never used, right? I am hoping I can enlist the help of my students. Savvy little thinkers; they may find what I cannot.
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