Math(s)

Hi all, I need us to strive for something.  Maybe then we would have something to work for again.  The stars, the deep, Mars - we need something to work for and someone to beat, like Russia in the 60s.  I want students to love my subject, or at the very least need it, to accomplish larger goals.  I wish I could foster in them the love of learning of discovery, that the space race in the 60s did.  Humans are built to discover, to learn, to love and to build.  Instead of learning math because they have to, I want my students to learn to love it and use it for finding greater purpose.  Abstraction, the thing that makes algebra difficult, can also make life better and easier.  Students can empathize with others, hold on to the truths in their lives, and find commonality.  Commonality with others leads to peace, knowledge, and absolute truth. I know I'm waxing philosophical.  I suppose I can attribute that to my philosophy minor at Bates.  Or my own pursuit of truth, justice and the

Hi all, I gave a test yesterday.  I wish my students would take this as an opportunity to show growth, but instead they usually take it as an opportunity to gripe at me about how little they know, how little I've taught them, or (in rare, honest moments, how unfair it is that they haven't studied).  Why are my students so helpless?  Or, maybe they could do it with the right motivation, but they don't think they will need the math I'm teaching. At any rate, I suppose teacher musings are common this time of year.  It's almost the holidays, and inevitably I find my feelings bruised by students, parents, or colleagues.  I'm trying to stay thankful for the things I do have, instead of whining about the things I don't. 

Hi all, On this chilly September morning, I am reminded about the qualities of persistence and resilience, and the tendency of those who would rather not work to blame those who they want to do their work for them.  This is starting to sound very republican, but I assure you it's not.  I've been teaching in a low income, very diverse magnet school for my whole teaching career (13 years).  Every student who has ever come into my classroom has had some degree of this.  Mostly, I hear things like, "Mister, why can't you just show the steps?" or, "why don't you just teach us?!?"  This is the basic issue.  People want other people to do their work for them.  This is a universal, human characteristic.  However, we cowtow to it whenever we allow students to push us into giving them the answer.  It's easier.  But the problem is, when we do that and let them push us into didactic, step by step instruction, we rob them of the chance to discover the infor

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Hi all, We have a problem, in our society, about delay of gratification.  We want the answer now, the money now (just think of that commercial - it's MY MONEY AND I Want it NOW!), the degree now, the new job now, the new relationship . . . the list is endless.  The unfortunate side effect of this culture is that it creates people who want to just be rich and skip all the steps in between.  So we sue one another, we screw one another, we do anything we can to get ahead.  One of my friends is this way.  Let's call him Peter.  Peter has a construction business, a recording business, and he makes sure everyone sees him spending lots of cash on his workers.  People work for him, and he'll tell anyone who will listen how much money he has.  He wouldn't care too much about a degree because he's learned he doesn't need one.  Peter is just an example of a more systemic problem.  Our students, especially in math and science, have stopped being persistent.  They want