Ode to Math

Dear Math,
You are so frustrating. How can there be a million different concepts bundled up inside of you? How can you be so complex to assess? How can you be so difficult to remediate? How are you so completely interwoven that one tiny piece can make or break you? Why do students hate you so much? Why are you so easily forgotten? Why are you easy to understand and simultaneously hard to explain? Why is there so much of you shoved into 4 years that just aren't your size? Why are the parts of you that are so important the same parts that are rarely used? Why do I know how to use you in ways that mean nothing to my every day life? Why are parts of you so interesting and seemingly useless? Why is it okay for people to hate you and be scared of you?

Why are you making my life so difficult?

Year Three, Week One

So I didn't post all summer and I also didn't read any posts. I never thought I would be one of *those* teachers. But life happens. I spent the first month of summer in grad school which I wanted to post more about but didn't. So far, I'm not super impressed with grad school. I've taken three classes and not learned a whole whole lot but we did learn a lot about observation techniques, clinical supervision, and Flanders. I may post on that more in the future but don't hold your breath. I spent the next month of summer moving back into our house after the flood and FEMA and remodeling.

Anyway, I'm teaching Algebra II for the first time this year so I'm really just posting so I can share my first lesson. I spent the last few weeks of summer creating really solid pacing guides that I felt put me off to a positive start. I feel confident that I know what my kids need and I've paced it out to be able to give it to them. So yay for me.

But I'm also teaching Algebra I, Geometry, Geometry lab, Test Prep, and an advisory period. So last night when it took me two hours to create a lesson for Algebra II and it was 10:!6 before I even started for Algebra I and Geometry, I knew it was going to be a long year.

I was tired and cranky today and in tears by fourth hour. Exciting, I know. And I don't mean misty-eyed, I mean full on stuttering through my tears, red nose, voice cracking.

I'm killing myself to create bell ringers, notes, and homework every day for at least three classes. How do you use the textbook to teach? My teacher bestie thinks I am hurting the kids and that I need to put responsibility on them. I think that I am redesigning what the book does in a way that is scaffolded for students to do on their own and hopefully be better thinkers. I don't know if I'm doing harm or good.

But enough complaining before we all get a little misty-eyed.

So here's some goodies that hopefully someone else can enjoy!

Solving Linear Inequalities with Absolute Value, Homework

Foundations of Geometry PPT, Notes

Draw and Label Basic Geometry Terms

First Days 2011-2012

 

Teacher Preparation

I have been getting some information and participating in surveys for NCTQ, the National Council on Teacher Quality. They are trying to get information about teacher education programs which is something I know is near and dear to all of our hearts. I really was unsatisfied with my teacher education program so this is something kind of personal for me as well.

Anyway, they've put together a survey and are asking for teacher responses. You will be entered to win a $25 Amazon card, which they award 2 of a day. The survey took me about 10 minutes so I think it was well worth it.

So here is the link. Now go get yourself $25!

Independent Learning

How do you teach your students to be learn without you? How will they learn when you aren't there to create a Powerpoint, a handout, a  screencast, a Jing tutorial, a Youtube video, etc? Do you explicitly name and teach these skills or are they implied?

I've been researching some literacy strategies for technical reading, reading textbooks, and so on (which I will probably blog about later) and I'm realizing that we need to be more intent on teaching specific learning and comprehension skills.

This was all sparked by our conversation about the use of textbooks, which I'm still reading, asking, listening, and learning about.

What I've come away with so far is that I need to teach my students how to learn and how they learn so that they know what to do in any context, whether that be college, trade school, work, parenthood, marriage, etc.

That is 21st century learning.