It's all in a day's work.
Some days I feel super wife-ish. Other days, not so much. But today is a super wife-ish day! I am making homemade gravy with biscuits and bacon. Maybe some eggs in there, too. Tyler has this super huge engineering exam and I want him to know that I support him and love him and want him to do well on this thing! I've posted little notes everywhere and cannot wait until I make him breakfast and send him off for a wonderful 9 hour test. (Prayers are truly appreciated!)
In doing this preparation, I have come to the conclusion that as a woman, I am wired this way. I desire to show him how I care and how I feel through baking or crafting or something of that nature. Weird, I know. It's like the Lord gave me some maternal instinct or an "insta-wife" button. Seeing as how before we got married, I didn't really feel prepared to be a wife. Of course, there are still things that I need to work on (and there always will be!). But it's neat to see how the Lord has prepared me to take these responsibilities and enjoyments on! No longer do I see making dinner a "task," rather I find joy in doing it--MOST days!
I praise the Lord for being good and providing me with the energy and desire to serve my husband daily! I have realized that when I wake up in the morning, I not only think about myself anymore. I think about Tyler and the ways that I can make his week easier. It's really quite fun, because I can see him trying to do the same for me! =) Marriage has really shown me how selfish I can be and how grateful I am for my husband and for the everlasting love I receive from the Lord. How crazy is it that I had to learn about my selfish ways by being married?! The Lord has put up with that for how long now?! Regardless, I am glad that he has taught me this, and it's a continual work in progress.
Saturday, October 24, 2009
Friday, October 9, 2009
Teacher Worries
Well, I know that I'm not suppose to worry for the Lord tells us not to and we are to cast all of our anxiety on Him because He cares for us (1 Peter 5:7).
I'm having some issues with that. Not with the verse. But with the fact that I can say that I can cast it all on Him, but then the actual act of doing so is tremendously difficult!
As of late, Cohort K has been receiving our placements for next semester. Most girls already know where they will be and it's somewhat stressful not knowing yet. I have had experience with PK-1st grade, and now I'm looking to be with the older students so that I can test the waters and see what age group the Lord wants me to be with in the future. I requested 3rd grade. I understand that it is a TAKS grade. I just want experience, to stick my feet in the water. I don't know how it will turn out. Heck, this could show me that I am meant to be with the babies...kindergarten. I don't know.
Not many 3rd grade teachers want a student teacher because it IS a TAKS grade. However, I did find one...and she's pregnant. She's due in mid-March. She wants a student teacher and I want to be in her classroom. If we get approval, then I could possibly stay with the class by myself and get paid for it! Which doesn't sound like a bad idea. If that were to happen, I could also be considered being a long-term substitute by the district if she chooses not to come back after she has her baby.
I daily check my emails to see if I have received more information about being approved or not.
Looking this over, I sound like a fool. Maybe this is something that I want so badly that I'm shoving aside what the Lord has for me. Is He trying to tell me something? Am I just that stubborn that I don't want to truly hear from God? I want to cast this on Him, but I also selfishly want to know where I will be next semester and who I'll be with so that I can meet the students and indicate to the teacher that I'm serious about this. I know that He is in control of all things. I know that He is Lord of my life. I know that He has a plan and will for me. Now, if I could only find a peace in that and rely on the truth that He has lavished upon me.
I trust in Him.
I know that He is sovereign.
I don't want to worry or stress about where I'll be next semester, for I know that He is in control.
This just in: I WILL be in a 3rd grade classroom this coming semester! The Lord took care of everything and I'm so grateful for Sheri Crossett! Man...now, I need to get my booty in gear for older kids lessons and centers and the like! =)
I'm having some issues with that. Not with the verse. But with the fact that I can say that I can cast it all on Him, but then the actual act of doing so is tremendously difficult!
As of late, Cohort K has been receiving our placements for next semester. Most girls already know where they will be and it's somewhat stressful not knowing yet. I have had experience with PK-1st grade, and now I'm looking to be with the older students so that I can test the waters and see what age group the Lord wants me to be with in the future. I requested 3rd grade. I understand that it is a TAKS grade. I just want experience, to stick my feet in the water. I don't know how it will turn out. Heck, this could show me that I am meant to be with the babies...kindergarten. I don't know.
Not many 3rd grade teachers want a student teacher because it IS a TAKS grade. However, I did find one...and she's pregnant. She's due in mid-March. She wants a student teacher and I want to be in her classroom. If we get approval, then I could possibly stay with the class by myself and get paid for it! Which doesn't sound like a bad idea. If that were to happen, I could also be considered being a long-term substitute by the district if she chooses not to come back after she has her baby.
I daily check my emails to see if I have received more information about being approved or not.
Looking this over, I sound like a fool. Maybe this is something that I want so badly that I'm shoving aside what the Lord has for me. Is He trying to tell me something? Am I just that stubborn that I don't want to truly hear from God? I want to cast this on Him, but I also selfishly want to know where I will be next semester and who I'll be with so that I can meet the students and indicate to the teacher that I'm serious about this. I know that He is in control of all things. I know that He is Lord of my life. I know that He has a plan and will for me. Now, if I could only find a peace in that and rely on the truth that He has lavished upon me.
I trust in Him.
I know that He is sovereign.
I don't want to worry or stress about where I'll be next semester, for I know that He is in control.
This just in: I WILL be in a 3rd grade classroom this coming semester! The Lord took care of everything and I'm so grateful for Sheri Crossett! Man...now, I need to get my booty in gear for older kids lessons and centers and the like! =)
Tuesday, October 6, 2009
Crazy Mixed Up Numbers!
Math Blog #3: Understanding a Student’s Number Sense
• Today, I worked with Michael and Luis (referred to as Student A and B) during centers. We played this game called "Crazy Mixed Up Numbers." I gave both students a ten-frame and took them from the classroom and into the 1st and 2nd grade pod. The counters were already on the table and both students instantly began playing with the counters.
Mrs. Sanders had told me that Student A was very low in mathematics; whereas, Student B is quiet but she thinks he's got it going on in mathematics. I did not know what to expect when working with these students for I haven't really worked with them one-on-one before; however, I had assumed that the students would not have any difficulty working with the lower numbers and representing them on the ten-frame. Numbers above six or so, I imagined they would have difficulties.
Both students have seen ten-frames before, and they are accustomed to seeing them in their math books and on the Landmark and Benchmark tests. Therefore, I didn't feel that this activity would be too foreign for them to fully comprehend.
I began the activity by asking them if they had ever seen a ten-frame before. Student A said yes, but B didn't say anything at all. I explained that when we use ten-frames, we begin on the top left and count all the way to five and then back to the bottom left and begin with six. They seemed to comprehend the set up of the ten-frame.
The first number I said was four. The boys responded by putting a marker on the fourth box, not filling it in or anything. The next number I stated was six. Again, the students merely put one marker on the corresponding box. When I looked down, each student had two markers (one in the "4" box and the other in the "6" box) on their ten-frame. I do not know if this case was due to the fact that they didn't understand what I was asking of them or if they just didn't grasp the concept yet. I asked them how many I needed from four to get to six. Both had to count each square in the ten-frame to know that six is two more than four.
I then decided that I should demonstrate what my ten-frame would look like if our number was seven. I asked them to do the same. Student A began looking over at my ten-frame, as well as Student B's. He seemed baffled by the idea that either of us would fully fill in our ten-frames to represent a number, rather than just placing a counter on the said box.
I asked the students to show me what fourteen would look like on a ten-frame. At that point, Student A wiped off his board and then counted out all fourteen markers and dumped them on his ten-frame. Student B began where he left off (at seven) and counted on to fourteen. Rather than dumping the rest that didn't have a box on the ten-frame onto the table, Student B scooted four counters over in the last four boxes and made room for each counter. The last four boxes contained two counters each. I asked Student B why he decided to represent it in such a way and he just shrugged and said, "There wasn't enough room. I had to make room." I also participated in this ten-frame and showed them my way of doing it. I told them that they were correct in counting out all fourteen counters; however, I asked them how many boxes were in a ten-frame. Both students cleared off their boards and began to count each square until they answered 10. With that, I asked them how many fourteen was away from ten. Both students stared at me. I asked them to pull out fourteen counters again and fill each square and count the counters they have left over. Student B stated that he had four more than ten. Student A still tried putting all the counters on the one ten-frame I had given him.
The students surprised me in many ways, but I did learn a lot about number sense in the first grade.
• Student A, throughout the lesson, tried to speak for Student B. Honestly, he kept playing with the counters and trying to stand on his chair. I didn't realize that he had such a difficult time focusing on one activity. Often times, I noticed that he would begin counting, look over at Student B's ten-frame, and then seem to forget what he was doing. I continually had to ask him what number he was trying to represent because he just kept putting the counters all over the ten-frame. Student A needs help with basic number sense because he can count correctly, but he has a tendency to rush things and mess up. There were a few times that I had to slow him down and ask him specifically how many markers did he have on the ten-frame. To count one and two more, Student A had recognize where the first number ended on the ten-frame and compare it to where the second one ended on the ten-frame. This was extremely difficult for him to do because he couldn't remember what the first number was once I asked him to represent a new number to me.
• Student B, with some prodding, can do this. He is a smart student, but both my CT and I believe that he has some learning difficulties. Student B has the ability to count on and he has a basic number sense. He can correctly identify more than, but struggles with the concept of "less than." (However, both students did.) When I asked the students to represent six and then three, both students had to wipe off the boards completely and then count on three from zero. Seeing that made me realize that subtraction is difficult for both boys. Student B did not understand that six minus three is three. His number sense is magnificent with adding, yet deficient in subtracting. With more practice, Student B can correctly work with ten-frames. Student B merely needs more one-on-one attention throughout the school day. He is struggling in other subject areas, and there 17 other students my CT is monitoring.
Student B also needs some practice with oral activities. He can correctly represent numbers on the ten-frame, but was hesitant to orally explain how he came up with his answer. When I would ask him questions, he would squirm in his seat or look to Student A for help--Student A would then try to speak for him. I am suspicious that this has been happening for a while now for Student B. Maybe he is not confident in his speech or explanations and then lets other students speak for him.
• Why is it that in the beginning of the activity, the students both only placed one marker on the corresponding ten-frame place? Did I explain the activity correctly? Do they struggle with number sense? I find it interesting they did this because once they continued on with the activity, both students seemed to better represent numbers on the ten-frame.
Although they have seen the ten-frames on tests and the like, both students need a better understanding of a ten-frame. On a test the class took, the question asked, "How many are there?" and it showed two ten-frames put together and the students had to circle the answer with the correct number represented. I found this to be very easy for the students, simply because they merely counted the squares with markers in them. Aside from that, the students need exposure to ten-frames.
• Today, I worked with Michael and Luis (referred to as Student A and B) during centers. We played this game called "Crazy Mixed Up Numbers." I gave both students a ten-frame and took them from the classroom and into the 1st and 2nd grade pod. The counters were already on the table and both students instantly began playing with the counters.
Mrs. Sanders had told me that Student A was very low in mathematics; whereas, Student B is quiet but she thinks he's got it going on in mathematics. I did not know what to expect when working with these students for I haven't really worked with them one-on-one before; however, I had assumed that the students would not have any difficulty working with the lower numbers and representing them on the ten-frame. Numbers above six or so, I imagined they would have difficulties.
Both students have seen ten-frames before, and they are accustomed to seeing them in their math books and on the Landmark and Benchmark tests. Therefore, I didn't feel that this activity would be too foreign for them to fully comprehend.
I began the activity by asking them if they had ever seen a ten-frame before. Student A said yes, but B didn't say anything at all. I explained that when we use ten-frames, we begin on the top left and count all the way to five and then back to the bottom left and begin with six. They seemed to comprehend the set up of the ten-frame.
The first number I said was four. The boys responded by putting a marker on the fourth box, not filling it in or anything. The next number I stated was six. Again, the students merely put one marker on the corresponding box. When I looked down, each student had two markers (one in the "4" box and the other in the "6" box) on their ten-frame. I do not know if this case was due to the fact that they didn't understand what I was asking of them or if they just didn't grasp the concept yet. I asked them how many I needed from four to get to six. Both had to count each square in the ten-frame to know that six is two more than four.
I then decided that I should demonstrate what my ten-frame would look like if our number was seven. I asked them to do the same. Student A began looking over at my ten-frame, as well as Student B's. He seemed baffled by the idea that either of us would fully fill in our ten-frames to represent a number, rather than just placing a counter on the said box.
I asked the students to show me what fourteen would look like on a ten-frame. At that point, Student A wiped off his board and then counted out all fourteen markers and dumped them on his ten-frame. Student B began where he left off (at seven) and counted on to fourteen. Rather than dumping the rest that didn't have a box on the ten-frame onto the table, Student B scooted four counters over in the last four boxes and made room for each counter. The last four boxes contained two counters each. I asked Student B why he decided to represent it in such a way and he just shrugged and said, "There wasn't enough room. I had to make room." I also participated in this ten-frame and showed them my way of doing it. I told them that they were correct in counting out all fourteen counters; however, I asked them how many boxes were in a ten-frame. Both students cleared off their boards and began to count each square until they answered 10. With that, I asked them how many fourteen was away from ten. Both students stared at me. I asked them to pull out fourteen counters again and fill each square and count the counters they have left over. Student B stated that he had four more than ten. Student A still tried putting all the counters on the one ten-frame I had given him.
The students surprised me in many ways, but I did learn a lot about number sense in the first grade.
• Student A, throughout the lesson, tried to speak for Student B. Honestly, he kept playing with the counters and trying to stand on his chair. I didn't realize that he had such a difficult time focusing on one activity. Often times, I noticed that he would begin counting, look over at Student B's ten-frame, and then seem to forget what he was doing. I continually had to ask him what number he was trying to represent because he just kept putting the counters all over the ten-frame. Student A needs help with basic number sense because he can count correctly, but he has a tendency to rush things and mess up. There were a few times that I had to slow him down and ask him specifically how many markers did he have on the ten-frame. To count one and two more, Student A had recognize where the first number ended on the ten-frame and compare it to where the second one ended on the ten-frame. This was extremely difficult for him to do because he couldn't remember what the first number was once I asked him to represent a new number to me.
• Student B, with some prodding, can do this. He is a smart student, but both my CT and I believe that he has some learning difficulties. Student B has the ability to count on and he has a basic number sense. He can correctly identify more than, but struggles with the concept of "less than." (However, both students did.) When I asked the students to represent six and then three, both students had to wipe off the boards completely and then count on three from zero. Seeing that made me realize that subtraction is difficult for both boys. Student B did not understand that six minus three is three. His number sense is magnificent with adding, yet deficient in subtracting. With more practice, Student B can correctly work with ten-frames. Student B merely needs more one-on-one attention throughout the school day. He is struggling in other subject areas, and there 17 other students my CT is monitoring.
Student B also needs some practice with oral activities. He can correctly represent numbers on the ten-frame, but was hesitant to orally explain how he came up with his answer. When I would ask him questions, he would squirm in his seat or look to Student A for help--Student A would then try to speak for him. I am suspicious that this has been happening for a while now for Student B. Maybe he is not confident in his speech or explanations and then lets other students speak for him.
• Why is it that in the beginning of the activity, the students both only placed one marker on the corresponding ten-frame place? Did I explain the activity correctly? Do they struggle with number sense? I find it interesting they did this because once they continued on with the activity, both students seemed to better represent numbers on the ten-frame.
Although they have seen the ten-frames on tests and the like, both students need a better understanding of a ten-frame. On a test the class took, the question asked, "How many are there?" and it showed two ten-frames put together and the students had to circle the answer with the correct number represented. I found this to be very easy for the students, simply because they merely counted the squares with markers in them. Aside from that, the students need exposure to ten-frames.
Monday, September 21, 2009
Kickin' It!
Things I want to do:
1. Decorate Tyler a killer birthday cake! I'm thinking a grill...he wants a new grill, I can't buy him a grill. So a grill cake will have to do!
I made his cake...it was a darn good one, if I do say so myself. After all, it was my first one, so I'm impressed with myself. I will have to post pictures once I upload them. =)
2. Learn to knit! One day, I want to knit a cardigan...but a cool looking cardigan.
3. Get better. I'm still not feeling well...boo!
In fact, I'm still feeling a little under the weather, but Tyler is now feeling bad! Prayers are much needed, especially since he will be having interviews for full time jobs! Yay! Praise the Lord!
4. Stay on top of school stuff! Hahahaha, I don't know if I'm writing this so much as a joke or maybe to motivate myself to actually do it! Hopefully the latter. =)
5. Get in the Word! For sure. This is something I ALWAYS want to do!
6. Make some "fall" themed cards and send them to others! I have always wanted to do, but I saw on the Jo-Ann website a template for a really cute one...so I may just have to do it!
More to come...
1. Decorate Tyler a killer birthday cake! I'm thinking a grill...he wants a new grill, I can't buy him a grill. So a grill cake will have to do!
I made his cake...it was a darn good one, if I do say so myself. After all, it was my first one, so I'm impressed with myself. I will have to post pictures once I upload them. =)
2. Learn to knit! One day, I want to knit a cardigan...but a cool looking cardigan.
3. Get better. I'm still not feeling well...boo!
In fact, I'm still feeling a little under the weather, but Tyler is now feeling bad! Prayers are much needed, especially since he will be having interviews for full time jobs! Yay! Praise the Lord!
4. Stay on top of school stuff! Hahahaha, I don't know if I'm writing this so much as a joke or maybe to motivate myself to actually do it! Hopefully the latter. =)
5. Get in the Word! For sure. This is something I ALWAYS want to do!
6. Make some "fall" themed cards and send them to others! I have always wanted to do, but I saw on the Jo-Ann website a template for a really cute one...so I may just have to do it!
More to come...
Wednesday, September 16, 2009
Observation: Mathematics
* I am at Hillcrest Elementary School, with Mrs. Sanders in 1st grade. Her classroom is very warm and established, you can tell that she has been teaching for some time now. She constantly has the students move from one place to the other, knowing that 1st Graders need any opportunity to move and stretch. It is such a joy to take part in the classroom; the school, upon entering is very student oriented with their artwork on the walls and in the ceiling. The school has a neat feel to it. Different awards, posters, parent information, and the like fills the walls. Generally, the school is fairly noisy, but not so much so that it is out of hand. The adults always say, "Good morning," to anyone that is passing by and gently reprimand the students that are not doing what they are told.
* During math in Mrs. Sanders class, she begins the period with a warm-up word problem on the overhead. She'll read the question once or twice and have the students represent the problem in two ways: through drawings and a math sentence. I love the way she does this because it allows students to do the math their own way, but also recognize that a number sentence is something that is relatively "universally" understood. She and I will walk around the room and ask students to show us how they decided to represent the problem. She'll then ask the class what they got at the answer and ask them how they decided to do it. Once this is over, they will pull out a number chart to 100 and unifix cubes. Each day, Mrs. Sanders will tell the students to cover certain numbers. For example: Cover the numbers between 54 and 62, cover the odd numbers from 3 to 17, etc. She will give them a couple of minutes to complete this and then she'll put up her overhead number chart. Mrs. Sanders will pull sticks with students' names on them and say a number and ask the student if the number is suppose to be covered or not. She'll ask the class to give her a thumbs up or thumbs down if it is covered. Both of these activities keep the students engaged and actively thinking. After the overhead work, Mrs. Sanders has the students go to the carpet for calendar time. Each week, one student is in charge of leading calendar time. Mrs. Sanders has the class spell the month of the year, sing a days of the week song, followed by a months of the year song. The students then tell each other what the day of the week it is, followed by the number date. The most tricky thing for them being adding number sticks for the number of days they have been in school. Mrs. Sanders continues to draws sticks so as to choose students equally. After that, the student will go up to the number chart on the wall and pick a number. The students will have to say the number that goes before or after the picked number. Several numbers will be picked until the calendar leader will pick two numbers and the class will have to select the number that goes in between the two numbers. This part of carpet time allows students to draw on math terms that will be useful for everyday life. After calendar time, Mrs. Sanders calls them back to their desks. Today, she introduced the concept of subtraction to them by comparing. When the students went to their workbook pages, there are two sets of objects. For example, the students had to match up the number of birds to bird nests and find out which object has more or less and compare the two sets. In my opinion, this is a difficult way of teaching subtraction because the students continually wanted to add both the sets rather than compare the two and count what is left over. Most students grasped the concept of "more than" but not "fewer." They felt comfortable enough to ask questions; so I grabbed two different colored dots; 3 yellow and 2 red. I then instructed them to compare; so I wrote "3 yellow dots" and "2 red dots." We compared them as a class. "Which one has the most? The least? How many less red dots are there than yellow dots?" I think this helped the students grasp the concept a little better to do it again as a class. This objective requires a small amount of reflective thought, simply due to the fact that most students can simply count the number of birds and bird nests and compare.
* To be honest, when it came down to the actual math lesson, the students struggled and most shut down. Most of their concerns were expressed in frustration, with an "I can't do this" attitude. Comparisons are difficult for students to grasp. The workbook the students are using give examples, but the students couldn't really understand the examples. While Mrs. Sanders and I walked around the room, most students had to have us continually showing them how to do these types of problems.
* Because of the difficulty of this lesson of comparisons in regards to subtraction, most students were capable of showing which grouping had more than the other; however, the idea of something having "fewer" objects than the other grouping was demanding for them. As educators, how can we effectively teach this method through another avenue? Why was it so strenuous for students to calculate problems in such a way? Based on the differences and dynamics in the classroom, how many different ways should a teacher present a problem or mathematical concept?
* Extra credit: Comparisons within the CGI Problem Types are difficult for students; however, I believe that if the students were given multiple ways of approaching this problem, they would feel more successful while learning this concept. As an educator, I should show my students that they can think of multiple forms of solving this problem. Thinking of subtraction as "think-addition" may be helpful for this comparison concept.
* During math in Mrs. Sanders class, she begins the period with a warm-up word problem on the overhead. She'll read the question once or twice and have the students represent the problem in two ways: through drawings and a math sentence. I love the way she does this because it allows students to do the math their own way, but also recognize that a number sentence is something that is relatively "universally" understood. She and I will walk around the room and ask students to show us how they decided to represent the problem. She'll then ask the class what they got at the answer and ask them how they decided to do it. Once this is over, they will pull out a number chart to 100 and unifix cubes. Each day, Mrs. Sanders will tell the students to cover certain numbers. For example: Cover the numbers between 54 and 62, cover the odd numbers from 3 to 17, etc. She will give them a couple of minutes to complete this and then she'll put up her overhead number chart. Mrs. Sanders will pull sticks with students' names on them and say a number and ask the student if the number is suppose to be covered or not. She'll ask the class to give her a thumbs up or thumbs down if it is covered. Both of these activities keep the students engaged and actively thinking. After the overhead work, Mrs. Sanders has the students go to the carpet for calendar time. Each week, one student is in charge of leading calendar time. Mrs. Sanders has the class spell the month of the year, sing a days of the week song, followed by a months of the year song. The students then tell each other what the day of the week it is, followed by the number date. The most tricky thing for them being adding number sticks for the number of days they have been in school. Mrs. Sanders continues to draws sticks so as to choose students equally. After that, the student will go up to the number chart on the wall and pick a number. The students will have to say the number that goes before or after the picked number. Several numbers will be picked until the calendar leader will pick two numbers and the class will have to select the number that goes in between the two numbers. This part of carpet time allows students to draw on math terms that will be useful for everyday life. After calendar time, Mrs. Sanders calls them back to their desks. Today, she introduced the concept of subtraction to them by comparing. When the students went to their workbook pages, there are two sets of objects. For example, the students had to match up the number of birds to bird nests and find out which object has more or less and compare the two sets. In my opinion, this is a difficult way of teaching subtraction because the students continually wanted to add both the sets rather than compare the two and count what is left over. Most students grasped the concept of "more than" but not "fewer." They felt comfortable enough to ask questions; so I grabbed two different colored dots; 3 yellow and 2 red. I then instructed them to compare; so I wrote "3 yellow dots" and "2 red dots." We compared them as a class. "Which one has the most? The least? How many less red dots are there than yellow dots?" I think this helped the students grasp the concept a little better to do it again as a class. This objective requires a small amount of reflective thought, simply due to the fact that most students can simply count the number of birds and bird nests and compare.
* To be honest, when it came down to the actual math lesson, the students struggled and most shut down. Most of their concerns were expressed in frustration, with an "I can't do this" attitude. Comparisons are difficult for students to grasp. The workbook the students are using give examples, but the students couldn't really understand the examples. While Mrs. Sanders and I walked around the room, most students had to have us continually showing them how to do these types of problems.
* Because of the difficulty of this lesson of comparisons in regards to subtraction, most students were capable of showing which grouping had more than the other; however, the idea of something having "fewer" objects than the other grouping was demanding for them. As educators, how can we effectively teach this method through another avenue? Why was it so strenuous for students to calculate problems in such a way? Based on the differences and dynamics in the classroom, how many different ways should a teacher present a problem or mathematical concept?
* Extra credit: Comparisons within the CGI Problem Types are difficult for students; however, I believe that if the students were given multiple ways of approaching this problem, they would feel more successful while learning this concept. As an educator, I should show my students that they can think of multiple forms of solving this problem. Thinking of subtraction as "think-addition" may be helpful for this comparison concept.
Friday, September 11, 2009
My Math Life Story
I would love to tell you that I am and always have been in love with mathematics; however, I cannot lie. My love for math began to take a turn for the worst in 7th Grade…up until middle school, I loved math! My teachers made us learn using multiple ways to solve problems; this truly allowed me to find my own way of learning and I feel that all teachers should do this. I learned with manipulatives, addition/subtraction sentences, my hands, calculators (in high school), songs, and games. When I was in elementary school, my second grade teacher pulled my parents aside and told them to pull me out of my school and to put me in a Montessori school. At Bill J. Elliott Elementary School we only learned by doing worksheets; my teacher felt that this wasn’t the place for me. She, Mrs. Weigel, didn’t feel like I was being challenged enough. So, my parents began the enrollment process for me to attend Daggett Montessori School.
I remember doing many things there and I loved them all! I was able to learn kinesthetically and I excelled at it. I learned multiplication and division in the second half of 2nd grade and in 3rd grade also. We held math competitions between the classes, learned dances and songs for different mathematical properties and rules. I truly enjoyed it all! We even learned probability by gambling; it was amazing.
When I entered middle school, I looked forward to taking different math classes…however, I got stuck in a rut: worksheets and bookwork. Suddenly, the fun was sucked right out of my math work. Sure, math was always a struggle, but in elementary school, it was a struggle I enjoyed overcoming. In middle school, it became drudgery. Night after night, monotonous skill and drill sheets were assigned to us for homework and each night, I remember complaining to my parents.
Then, I started 7th grade…it was a miserable year for me. My math teacher, Mr. Newman, was both my teacher and my basketball coach. I loved basketball, but I don’t think Mr. Newman liked me very much. I cannot remember what we were learning at the time, but I was having difficulty with it and so I remember walking up to his desk and asking him for help. Rather than him trying to help me, he told me to go ask the people I sat with; the problem being that nobody else knew what to do either. Mr. Newman would rather play cards or shoot hoops with some of the boys in our class rather than correctly educate us. Quite frankly, this frustrated me. My parents noticed a change in me that year; I didn’t come home excited to pull out my math homework, because no matter how hard I worked, I would end up crying because I couldn’t understand it. I would shut down in class and I ended up not liking Mr. Newman at all, and one day, I let him know how I felt. I was fed up with him flirting with the girls in our class that would wear low cut shirts and giving them good grades. After that, I did not do well in math. He let it be known to me that he controlled my grades. He even showed me that he controlled my playing time on the basketball court.
After middle school, I was glad to be in high school where I feel like I learned much more than I had in the past two years. I took geometry and algebra 2, and finally calculus. It wasn’t a painless 3 years of high school math, but I did learn a lot; however, the majority of it came from the teacher teaching only one way to find an answer, and there I did struggle some.
When I came to college, I realized that I had to take some more math classes, but I actually did enjoy them. I now look forward to having my own classroom and teaching them how to add and subtract, allowing them to use whatever method works for them. I think that is what I learned and valued the most: using your own method to find an answer leaves room for growth and exploration. Everyone needs that.
I remember doing many things there and I loved them all! I was able to learn kinesthetically and I excelled at it. I learned multiplication and division in the second half of 2nd grade and in 3rd grade also. We held math competitions between the classes, learned dances and songs for different mathematical properties and rules. I truly enjoyed it all! We even learned probability by gambling; it was amazing.
When I entered middle school, I looked forward to taking different math classes…however, I got stuck in a rut: worksheets and bookwork. Suddenly, the fun was sucked right out of my math work. Sure, math was always a struggle, but in elementary school, it was a struggle I enjoyed overcoming. In middle school, it became drudgery. Night after night, monotonous skill and drill sheets were assigned to us for homework and each night, I remember complaining to my parents.
Then, I started 7th grade…it was a miserable year for me. My math teacher, Mr. Newman, was both my teacher and my basketball coach. I loved basketball, but I don’t think Mr. Newman liked me very much. I cannot remember what we were learning at the time, but I was having difficulty with it and so I remember walking up to his desk and asking him for help. Rather than him trying to help me, he told me to go ask the people I sat with; the problem being that nobody else knew what to do either. Mr. Newman would rather play cards or shoot hoops with some of the boys in our class rather than correctly educate us. Quite frankly, this frustrated me. My parents noticed a change in me that year; I didn’t come home excited to pull out my math homework, because no matter how hard I worked, I would end up crying because I couldn’t understand it. I would shut down in class and I ended up not liking Mr. Newman at all, and one day, I let him know how I felt. I was fed up with him flirting with the girls in our class that would wear low cut shirts and giving them good grades. After that, I did not do well in math. He let it be known to me that he controlled my grades. He even showed me that he controlled my playing time on the basketball court.
After middle school, I was glad to be in high school where I feel like I learned much more than I had in the past two years. I took geometry and algebra 2, and finally calculus. It wasn’t a painless 3 years of high school math, but I did learn a lot; however, the majority of it came from the teacher teaching only one way to find an answer, and there I did struggle some.
When I came to college, I realized that I had to take some more math classes, but I actually did enjoy them. I now look forward to having my own classroom and teaching them how to add and subtract, allowing them to use whatever method works for them. I think that is what I learned and valued the most: using your own method to find an answer leaves room for growth and exploration. Everyone needs that.
Saturday, September 5, 2009
Game Day
Today is Game Daaaaaay! It has finally arrived; we've been waiting ALL summer for this event!
Hook 'em Horns!
Arrive Early
Be Loud
Stay Late
Wear Orange
Hook 'em Horns!
Arrive Early
Be Loud
Stay Late
Wear Orange
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