G. and I marked some of the exams. We promised $10 iTunes card for 10% increase from the first exam, $20 for 20%. So far, it looks like I have to buy the following number of gift certificates:
5 x $5
3 x $10
3 x $15
4 x $20
And the GREATEST improvement goes to one of my favourite kids, E.! Wow, what a great way to start the weekend.
Friday, November 30, 2012
Tuesday, November 27, 2012
Teaching Independence
Today, I spent an entire period teaching about parts per million (ppm). I broke down step-by-step every detail on how convert from basic ppm (1g / 1 000 000 g) to how it can be 1 mg / L to or even 1 mg / 1 kg. I went slow and steady for everyone. A lot of them felt much better about it. I'm glad I did the class.
At the end of the day, 5 students came out to try a few more questions.
As they worked, they wanted me each to look at their individual answers. Up here, a lot of kids have a sense of learned helplessness. It's easy to get in the habit of coddling them - even if you're running around the room, getting a calculator for them or flipping the textbook to the right page just to make a class go quicker - and I know I need to stop doing. These are Secondary V students after all! Some are mature students, the oldest one at 20!
As I was making fruit smoothies for them and they were all whining for me to come over, I told them to check their answers with each other. They looked at me as if it was a strange idea. When I finally convinced them to do so, they all turned to me and said, somewhat surprised and still unsure of themselves, "We got the same number." I replied, "Well, you all did it right and don't need me now!" They must have felt proud but didn't feel entirely confident they were actually correct.
Many of the students here have low confidence and would never even think of checking their neighbour's answer. Why would you cheat if your buddy doesn't even know if he has the right answer?! Part of my job is to teach them to become independent, especially if they want to success and go to colleges next year. The professor is probably not even going to know your name, let alone come up to your desk and help you with your work.
At the end of the day, 5 students came out to try a few more questions.
As they worked, they wanted me each to look at their individual answers. Up here, a lot of kids have a sense of learned helplessness. It's easy to get in the habit of coddling them - even if you're running around the room, getting a calculator for them or flipping the textbook to the right page just to make a class go quicker - and I know I need to stop doing. These are Secondary V students after all! Some are mature students, the oldest one at 20!
As I was making fruit smoothies for them and they were all whining for me to come over, I told them to check their answers with each other. They looked at me as if it was a strange idea. When I finally convinced them to do so, they all turned to me and said, somewhat surprised and still unsure of themselves, "We got the same number." I replied, "Well, you all did it right and don't need me now!" They must have felt proud but didn't feel entirely confident they were actually correct.
Many of the students here have low confidence and would never even think of checking their neighbour's answer. Why would you cheat if your buddy doesn't even know if he has the right answer?! Part of my job is to teach them to become independent, especially if they want to success and go to colleges next year. The professor is probably not even going to know your name, let alone come up to your desk and help you with your work.
Saturday, November 17, 2012
Thursday, November 15, 2012
Switching to the Fast Lane
M. call me at 9 am this morning. His mom is severely ill, last that I heard. She may have passed away last night - I didn't ask. He took off for the south, so I've taken over his classes for today and tomorrow. It was a full-teaching day, all four periods - I somehow made it through - all the Sec Vs know me and I taught last period math as well. The Sec IV kids are really good, well-behaved kids.
The vice-principle, E., is asking me to take over the classes for now, and possibly until M. comes back. He might be gone for 3 weeks, absolute worst case scenario until Christmas. This takes away for prep time. I am requesting another staff member to be sent up but I don't think this will happen, due to budget restrictions. It's a stressful scenario for everyone as R., the math teacher, left yesterday. My coworker, C., will be gone as well. There is no math department! A., who is working with extracurricular activities at the school, has been requested to fill in but has no background in math. The new teacher from Parry Sound, G., will have his schedule adjusted as well.
Three periods of science went great although I was tired by last period math. I ended the lesson early and gave them some riddles to solve. They loved it so I need to find more. These seem like great riddles to use. They break up the monotony of the day and it gets everyone excited. I might put one out at the beginning of class - the early birds get to stay stimulated as we wait for others - or at the end of class - keeps them in the room so they don't try to wander out.
The boys in Secondary V solved this one. Do you know the answer?
Question: What goes around the world but stays in a corner?
Hint: Something you would find at the post office.
The vice-principle, E., is asking me to take over the classes for now, and possibly until M. comes back. He might be gone for 3 weeks, absolute worst case scenario until Christmas. This takes away for prep time. I am requesting another staff member to be sent up but I don't think this will happen, due to budget restrictions. It's a stressful scenario for everyone as R., the math teacher, left yesterday. My coworker, C., will be gone as well. There is no math department! A., who is working with extracurricular activities at the school, has been requested to fill in but has no background in math. The new teacher from Parry Sound, G., will have his schedule adjusted as well.
Three periods of science went great although I was tired by last period math. I ended the lesson early and gave them some riddles to solve. They loved it so I need to find more. These seem like great riddles to use. They break up the monotony of the day and it gets everyone excited. I might put one out at the beginning of class - the early birds get to stay stimulated as we wait for others - or at the end of class - keeps them in the room so they don't try to wander out.
The boys in Secondary V solved this one. Do you know the answer?
Question: What goes around the world but stays in a corner?
Hint: Something you would find at the post office.
Monday, November 12, 2012
Heart-Warming Story
Great article about the Inuit school in Kuujjaruppik:
http://www.nunatsiaqonline.ca/stories/article/65674students_at_kuujjuaraapik_school_learn_to_live_peacefully/
My friend is also featured in it!
http://www.nunatsiaqonline.ca/stories/article/65674students_at_kuujjuaraapik_school_learn_to_live_peacefully/
My friend is also featured in it!
Saturday, November 10, 2012
In the Right Place
Had a dinner party with my old students in Whapmagoostui. My old colleague and I cooked spinach lasagna for them.
At one point, my students looked at me and said that they didn't think I'd be back here. I sat there thinking of everything that's happened in less than 6 months. I wouldn't be sitting here if things had been different.
I'm glad I made the right choice - for me, myself and I. There was no other way.
At one point, my students looked at me and said that they didn't think I'd be back here. I sat there thinking of everything that's happened in less than 6 months. I wouldn't be sitting here if things had been different.
I'm glad I made the right choice - for me, myself and I. There was no other way.
Saturday, November 3, 2012
How I Teach Math
I recently wrote to a colleague about how I teach math:
This is what I usually do for math: The first time I assess a student one on one, I make them play with the graphing calculator on my Macbook Air or iPad. What is x=0? What happens when you make it x=1 x=2? Then what is y=x? What is y=-x? They learn very quickly. I don't actually teach them what y=mx+b is. I force them to play with the graphing calculator until they can explain to me what every single part represents. I then use an example of a taxi ride to show this idea: m is the $ per km and b is the base fee (y intercept).
Then the second time and every time after that, my student sits down with me, I put in four equations such as:
This is what I usually do for math: The first time I assess a student one on one, I make them play with the graphing calculator on my Macbook Air or iPad. What is x=0? What happens when you make it x=1 x=2? Then what is y=x? What is y=-x? They learn very quickly. I don't actually teach them what y=mx+b is. I force them to play with the graphing calculator until they can explain to me what every single part represents. I then use an example of a taxi ride to show this idea: m is the $ per km and b is the base fee (y intercept).
Then the second time and every time after that, my student sits down with me, I put in four equations such as:
y=4
x=-3
y=x+3
y=-x+2
And put a sticky over that part of my computer. She has to write down all 4 equations correctly before I do any work with her. She takes the sticky off and checks her own answer, then we start. It kicks the brain into the right mode, and then NOW I can teach math.
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