Just in case I ever gave the impression that teaching is easy for me. . . IT IS NOT! I have been working as hard as I can to explain quadratic functions to the grade elevens, calculations involving linear measurements to the grad tens, and transformations to the grade twelves. In between times I've tried to teach the chemistry 11 class, the Bible 11/12 class, and supervise graduation transitions and grad class meetings. I haven't even tried to learn how to use BCEsis
I'm ready to give up in defeat. Maybe I'll take up quilting full time.
Loons on a Lake
Wednesday, September 15, 2010
Monday, September 6, 2010
How will I be able to know if I am successful?
This post is taken - with very small adaptations - from Karl Fisch from The Fischbowl blog.
Here is what I am going to say to my students during the first classes of the school year. There is so much business to cover - introductions all around, course outlines, class policies, and textbook choice. However, I don't want the new year routine to seem more important than a clear look at the goals for true education.
I won’t think I’m a success if you get a good grade in Math, although I certainly hope you do and I’m going to try really hard to help you do that. I won’t think I’m a success if you score well on tests like provincials or the ACT, although I hope you do, and even though a lot of well-intentioned people think that’s how I should define success. I won’t even think I’m a success if you go to a good college and then get a good job, although I certainly want you to do that because I’d like to retire someday and I need you all to have good jobs to support me.
No, I’ll consider myself successful if you turn out to be good, kind, caring adults. If you’re a good spouse, child and parent. If you contribute to the world and to your community and help those around you. If you participate. And learn.
And here’s the deal. The education that I received was a pretty good one. But it wasn't good enough for a lifetime. You see, in a rapidly changing, information abundant world, the people who are going to be successful – both professionally and personally – are the learners. And by “learners” I don’t mean people who just learn what we teach you here at OKAA.
Now, I want to be clear, that doesn’t mean I don’t think you should learn what we teach you here. I don’t want you to go to Mr. L, raise your hand, and say, “Mrs. G said I don’t need to learn what you’re teaching.” Please, don’t do that. That’s not at all what I’m saying. Your teachers here work very hard trying to share important, meaningful and relevant knowledge and skills. And that’s important, but it’s not enough. Because to be successful in the 21st century you’re going to have to be a learner, you’re going to have to learn how to learn, and go after things on your own. You’re going to have to be independent, curious, passionate learners, who don’t just sit back and wait for someone to tell them what they’re supposed to know, but who go out and try to figure things out for yourself. Who pursue your interests, your goals, your passions with intensity, and who actively participate in everything you do. Who go out and find other learners who are passionate about what you are passionate about and learn from them – and alongside them.
The world of school, and the world of work, and the world in general has shifted, and so I need you to shift as well, and that’s what I’m trying to do in this class. I’m trying to get you to be actively involved in your own education, to be independent and curious learners in mathematics, even if Algebra is never going to be your favorite subject.
I believe you need the skills I’m trying to get you to learn for three main reasons. First, to be a successful citizen in the 21st century you have to be numerate. In order to deal with all the data that is going to get thrown at you, and to make good, responsible, effective decisions, you’re going to need a lot of the skills we’re learning in Algebra.
And frankly, that’s not necessarily true about all the math classes you’ll take. Honestly, the Trig and Pre-Calc skills you'll learn are very important if you go into the math and sciences, but perhaps not so much day-to-day life for most of you (some folks will disagree with that). But the algebra skills we learn you’ll be using every day to make sense of all that data in the world, to be informed voters and decision makers.
The second reason to learn the skills is if you decide that you are passionate about math and science, you need these skills in order to progress to more complex topics and to go deeper.
The third reason – and it’s the one I think is least important but you may think is the most important – is that right now in the short term you have to learn these skills to get a good grade in this class, to do well in school, and to get into college if that’s what you choose. So while I prefer that you focus on the first two reasons, this one is still a valid one for many of you.
And this is why it’s critical you do the assignments I’m asking you to do,to become more independent learners. I try to choose the assignments so you can master the math skills so that we can become more curious, active learners, in class, and so we can explore interesting (or not for some of you) applications like calculating remote distances, understanding small concentrations of important chemicals, and other outdoor "real life" activities. In order to apply the skills in class, I need you to do the necessary work outside of class.
But in order for that to happen, in order for us to use our class time to be the kind of learners I think you need to be to be successful in this century, your century, I need you to step up and take care of business. And I really, really need you to participate in class, to be active learners. To ask questions, and be involved, and talk to each other, and help each other, and be willing to take risks in order to learn more, even if that makes you a little nervous or uncomfortable. I need you to do more of the talking in class, and me to do less. I need you to do more of the thinking, and the questioning, and the figuring out.
So I’m asking you to please, please consider what kind of future you want, not just for yourself, but for those around you, and make an effort to be as independent, as curious, as responsible, as passionate of a learner that you can be. And I promise that I’ll bring the passion every day and do the very best I can to help you become that learner.
Here is what I am going to say to my students during the first classes of the school year. There is so much business to cover - introductions all around, course outlines, class policies, and textbook choice. However, I don't want the new year routine to seem more important than a clear look at the goals for true education.
I won’t think I’m a success if you get a good grade in Math, although I certainly hope you do and I’m going to try really hard to help you do that. I won’t think I’m a success if you score well on tests like provincials or the ACT, although I hope you do, and even though a lot of well-intentioned people think that’s how I should define success. I won’t even think I’m a success if you go to a good college and then get a good job, although I certainly want you to do that because I’d like to retire someday and I need you all to have good jobs to support me.
No, I’ll consider myself successful if you turn out to be good, kind, caring adults. If you’re a good spouse, child and parent. If you contribute to the world and to your community and help those around you. If you participate. And learn.
And here’s the deal. The education that I received was a pretty good one. But it wasn't good enough for a lifetime. You see, in a rapidly changing, information abundant world, the people who are going to be successful – both professionally and personally – are the learners. And by “learners” I don’t mean people who just learn what we teach you here at OKAA.
Now, I want to be clear, that doesn’t mean I don’t think you should learn what we teach you here. I don’t want you to go to Mr. L, raise your hand, and say, “Mrs. G said I don’t need to learn what you’re teaching.” Please, don’t do that. That’s not at all what I’m saying. Your teachers here work very hard trying to share important, meaningful and relevant knowledge and skills. And that’s important, but it’s not enough. Because to be successful in the 21st century you’re going to have to be a learner, you’re going to have to learn how to learn, and go after things on your own. You’re going to have to be independent, curious, passionate learners, who don’t just sit back and wait for someone to tell them what they’re supposed to know, but who go out and try to figure things out for yourself. Who pursue your interests, your goals, your passions with intensity, and who actively participate in everything you do. Who go out and find other learners who are passionate about what you are passionate about and learn from them – and alongside them.
The world of school, and the world of work, and the world in general has shifted, and so I need you to shift as well, and that’s what I’m trying to do in this class. I’m trying to get you to be actively involved in your own education, to be independent and curious learners in mathematics, even if Algebra is never going to be your favorite subject.
I believe you need the skills I’m trying to get you to learn for three main reasons. First, to be a successful citizen in the 21st century you have to be numerate. In order to deal with all the data that is going to get thrown at you, and to make good, responsible, effective decisions, you’re going to need a lot of the skills we’re learning in Algebra.
And frankly, that’s not necessarily true about all the math classes you’ll take. Honestly, the Trig and Pre-Calc skills you'll learn are very important if you go into the math and sciences, but perhaps not so much day-to-day life for most of you (some folks will disagree with that). But the algebra skills we learn you’ll be using every day to make sense of all that data in the world, to be informed voters and decision makers.
The second reason to learn the skills is if you decide that you are passionate about math and science, you need these skills in order to progress to more complex topics and to go deeper.
The third reason – and it’s the one I think is least important but you may think is the most important – is that right now in the short term you have to learn these skills to get a good grade in this class, to do well in school, and to get into college if that’s what you choose. So while I prefer that you focus on the first two reasons, this one is still a valid one for many of you.
And this is why it’s critical you do the assignments I’m asking you to do,to become more independent learners. I try to choose the assignments so you can master the math skills so that we can become more curious, active learners, in class, and so we can explore interesting (or not for some of you) applications like calculating remote distances, understanding small concentrations of important chemicals, and other outdoor "real life" activities. In order to apply the skills in class, I need you to do the necessary work outside of class.
But in order for that to happen, in order for us to use our class time to be the kind of learners I think you need to be to be successful in this century, your century, I need you to step up and take care of business. And I really, really need you to participate in class, to be active learners. To ask questions, and be involved, and talk to each other, and help each other, and be willing to take risks in order to learn more, even if that makes you a little nervous or uncomfortable. I need you to do more of the talking in class, and me to do less. I need you to do more of the thinking, and the questioning, and the figuring out.
So I’m asking you to please, please consider what kind of future you want, not just for yourself, but for those around you, and make an effort to be as independent, as curious, as responsible, as passionate of a learner that you can be. And I promise that I’ll bring the passion every day and do the very best I can to help you become that learner.
Friday, August 27, 2010
and so begins another year
Life is good.
Teacher conferences were this week. The meetings were more productive than I expected, I got a fair bit of classroom organizing done today, I booked two field trips, confirmed another trip, and I only have academic advising, course outlines to write, text books and teaching supplies to inventory, my gradebook and daily planner to set up, and many more meetings to attend. Last year I would have been overwhelmed by this amount of work, but this year I know that everything will get done. If it doesn't get done, school will start anyway, and no one will be the wiser. I'm not eager for the summer to end, but I am getting excited about starting a fresh school year.
Life is good.
Sunday, July 11, 2010
Mission accomplished- now on to new projects
I LOVE SUMMER!!
Now that I've finished my MSSE, I need to set my sights on other goals. Luckily, my family and friends are helping by giving me a few projects to work on while I choose the next big educational goal.
Danielle needs her wedding dress altered - I haven't done that kind of work since I altered her mother's dress. So far I have the fabric and supplies I need, but haven't started.
Caitlin needs a bridesmaid's dress made - fabric and supplies are purchased, but no progress has been made.
Shannon needed her apartment and her classroom playhouse painted. That has been done. While I worked on that I also listened to the eagles chatter outside. Who knew that eagles have melodious descending 5-note calls?
Randy and I need to repaint the rec room (more like wrecked room!). I haven't even purchased the supplies, but I'm determined to get that finished before school starts again.
Five students have messaged me with concerns about their next year's classes - so I'm going to spend part of this next week wearing my academic adviser hat. Lab supplies for next year must be ordered - so I'll wear a teacher hat next week also.
My little truck was damaged in a hailstorm in Bozeman two weeks ago, so I must get the windshield, a side-view mirror, and a taillight replaced. I'm not sure if the dents all over the truck body will be repaired or not.
I'm sure there are carpets to clean, basements to tidy, laundry to do, parties to plan, and course outlines to make. However, I bought 20 or so books while I was in Bozeman for capstone week - I guess I'll just have to make lemonade, take over the chaise lounge, and read good books.
I'll look for a doctoral program this Fall.
Sunday, June 27, 2010
Sunday, June 6, 2010
Happy Changes
The data is analyzed, the paper is written, the readers have read, now the oral presentation and defense is left. By noon on June 28 that will be done also. I'm thrilled to be so near the end of this long road. . . but not as thrilled as I am by this news. . .
Shaun popped the question, and Sarah said yes! I will be starting a new role, mother-in-law, sometime this year. How wonderful is that?!
Shaun popped the question, and Sarah said yes! I will be starting a new role, mother-in-law, sometime this year. How wonderful is that?!
Friday, April 2, 2010
Data analysis woes
Well,I thought I was done, but alas, I am undone. I will collect more data next week. I will get the last three students to come in for interviews. I will ask a few more survey questions, because I can and I really do need to know. I will do a lab performance assessment; complete with scale drawings, accurate colors, and a journal component explaining what each student thinks they see and how big they think it is. (I love adding a little extra math!) I will ask a critical friend to evaluate this session for me, and i will hunt him down if he forgets (again!). I will nag Shannon to evaluate my attitude. And I will make a journal entry myself (I have a renewed strength of purpose, even if I don't see other changes in myself.)
I have discovered that students' attitudes towards class and journaling have not changed, and they do not like journaling. However, they do find the process useful, even if they don't like it. It seems to be like Buckley's "It tastes awful, but it works!".
It isn't over until the fat lady sings - and she is just starting to warm up!
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