Parting Thoughts

This Wednesday I ended my tenure as a high school mathematics teacher for the algebra II program that lasted five weeks. I feel that it was the most fun that I have had in a job so far and also the most rewarding. The students mathematical improvement from the pre-assessment to the post-assessment was astronomical and my co-teacher, a veteran of many years, said that he had never seen such an improvement. We had a bright group of kids and I like to believe that I helped them reach their potential in the classroom.

Hopefully they take their newfound math knowledge to the classroom during the regular school year and I know that this experience as a teacher has not only shaped my introductory experience to the profession but has also made me a better learner. I know how to dissect topics more in-depth which gives me an opportunity to create a more fundamental and powerful understanding of the material.

I do not foresee this experience being the last time I involve myself in secondary education. These students are our future and I hope to lend a hand to help guide them in the right direction as I pursue a career of my own. Thanks again to everybody who has read these posts and feel free to voice your opinions, comments, or general thoughts!

- Elijah

(Very) Quick Thoughts

Nothing too big today since it was an old 8am – 8pm day today because of preparation and attendance of my first parent night. Just wanted to give a quick thank you shout out to those of you who have been following this blog! Teaching for me has always been about bringing people up as a community and the more the knowledge is spread, the better. Tomorrow is the last day for me…one of the students today asked how I felt about it being the final day and I definitely said that I was sad. It’s been such a blast and an affirmation that teaching and youth education and empowerment is truly a passion that makes getting up early in the mornings to a relatively underpaid job no problem.

One thing that I will say that was reiterated often during the initial meeting was the sense that this program is a family. I definitely got that sense and felt that here. Without a doubt, it makes learning and education much more enjoyable.

And this might also be the shortest post I’ve ever done ever on the internet so enjoy because don’t count on it again J

Grading high school math students' papers

Grading papers…the bane of every teacher’s existence. My students have two big project assignments during this five-week program, and I was responsible for grading the final project this weekend. I dreaded it because I had never been in this position before—analyzing the grade that someone deserves rather than the other way around.

First, I established a rubric of sorts. Using the prompt that the students had to follow, I created my point allocation. Although it was a projectile motion math problem, the process and instructions had students follow a four-section science-type template. As a biology major and someone accustomed to this format, I found it refreshing to see it presented outside of the science classroom. Even though the problem has physics implications, the problem was catered to parabolic and algebra II-prepared students like mine. I initially intended to grade one section at a time (ie section I for student 1, student 2…then section II for student 1, student 2…etc.). After realizing that I wanted to be able to judge each students work from a holistic approach, I decided that grading an individual completely before moving on was the way I wanted to go.

Common mistakes were prevalent and there was incomplete work that disappointed me. Despite giving the students ample time in class, there were still those who said that they just couldn’t figure some part(s) out. Out of 10 total points, passing (as determined by the program’s administrators) is a score of 7. Only four or five students did not pass, so they will be turning in rewrites shortly.

I was happy with my consistency as established by the prompt and felt that my justifications were appropriate. No students complained about grades which was a good sign, too. Although I would have modified the rubric because I didn’t feel the prompt allocated points the way that I liked, I felt that deviating too much would not have been fair to the students. As a student myself, anything that is not explicitly asked for is not fun to deal with. (Maybe that’s why I prefer hard sciences to social sciences…) So even though my co-teacher mentioned that I had flexibility and leeway to grade however I chose, I wasn’t comfortable modifying the rubric from what I interpreted the prompt asked for.

More students passed than I felt earned a passing grade. However, now the end of the program is less than 48 hours away, so I didn’t harp on my qualms. The discrepancy between my preferred grading and the way I interpreted the prompt was there, but at least I got a taste of the struggles and time consumption that grading papers takes.

Honestly, I found it a bit fun after feeling I buckled down on my consistency. Some of the answers were amusing… “well, I don’t believe there can be any other answers, unless there are other answers. In that case, I’m not sure.” Sounds like some unintentional life advice from a 14-year-old.

Student demographics and teaching

As a white male coming into a job with exposure to a diverse population in my undergraduate career at University of California, Berkeley, as a student and as a tutor, I expected Oakland to be much of the same. Although Berkeley has a predominantly white and Asian population, I loved being exposed to more than the largely biracial community that I grew up in (white and Latino). Growing out of my comfort zone and “bubble” as a kid was a great entrance into the adult world. 

Walking into the assembly room to greet all of the students on Day 1 of this teaching program, I could not see a single white student. And out of maybe 20 staff, there were only two other white teachers. The vast majority of the population was Latino/a. At that point, I wondered if this would be a different experience than I was mentally preparing for.

Then when I walked into my classroom, I found that only about 4 of the students were boys.

But you know what? Despite the observation that I was the only white person (and one of a handful of males) in the classroom, I felt at home with the kids. Aside from the fact that I really need to become fluent in Spanish—three years of it in high school can only get me so far—I have appreciated and loved the opportunity to have such a new experience. And I felt like my colleagues in the classroom (co-teacher and tutor) were friends. One observer said today after spending time in our classroom that it felt like a comfortable/warm environment.

One of the white staff members did not feel the same way as I did. This person said something to the effect of he/she felt it necessary to walk on egg shells with minority students because they did not want to cross any boundaries. I said, “wait, really? I don’t think that’s true at all.” At this point, I had taught maybe a week but he/she had been teaching for years. I continued: kids are kids. As long as we provide them all the equal opportunity and respect and show that we care, why treat people that look different from you differently...especially in the classroom? Wasn’t that the root of the problem in the beginning anyway?

I did graduate on the 60th anniversary of Brown v. Board of Education.

My main point was this: come down hard on anybody who needs it. As long as they know that it’s out of love, they should respect and take your comments to heart. I’ve found that philosophy has treated me well so far…but there will be a moment of truth tomorrow to see if the students that I came down on today come through. 

I believe that they will.

Dealing with difficult students

I want to preface this post by saying that I recognize that my class of students has not been insanely difficult. Maybe it’s my approach or tolerance, because other teachers have complained, but I have felt I am in a great situation. The classroom management that I had to deal with was nothing insane. I mentioned it in one previous post, but there was one student that I had to give a referral to the program’s associate director. This student was ignoring instructions repeatedly and it became a last resort situation because I did not want the class to get out of hand. Anyway, she came back later that day and everything was fine. The worst problem that I have had is two girls who have a teenage sassiness about them that is unlike anything that I have really seen.

These students “misbehaving” comes in the form of lack of responsiveness to questions. They hardly engage in activities and actively seek to ignore requests from me, in particular. I do not appreciate this and really could not understand where it was coming from. I repeatedly sought to help them out during problems sets in one-on-one situations and it was just as bad, if not worse, than classroom lecture situations. “So, how are you doing?” I would start off, innocently and openly. One huge sigh, a binder slammed shut later, and looking away from my direction, I got the idea of how they felt. My co-teacher repeatedly said to not take these things personally. I tried and tried, but I did feel it was personal and really did not understand the root of the behavior. Had I said something? Why was it two friends doing this? And why would they sometimes actively seek me out for help while most of the time ignoring me?

Earlier this week, I was grading one of the girls’ classroom journal entries. (We have the students spend the last 5-10 minutes of class writing about a topic of the day, to give them a chance to express themselves other than the mathematical equations that they’ve been solving all day.) The topic was “who would you go back in history and talk to?” She chose her mother. When she was young, her parents were divorced and she spent her childhood with little exposure to her father. This was something that she clearly resented. In her journal, she talked about asking her (younger) mother why she made all the mistakes that she did. I found it a brutally honest openness from a young girl who, as my co-teacher said, must have clearly thought about this previously. Her lack of candor in words was more clearly expressed on paper.

You really never know what’s going on inside of a kid’s head. I know that I will look at her with a renewed respect and acknowledge that what she has gone through must not have been easy. Even if she and her friend still ignore me, I know there are probably some more deeply seeded problems that I can’t really scratch the surface of in the position that I am. She’s a smart kid in the classroom so I’ll take my worries about how she treats me to this internet space. In the classroom, I’ll do what I can to help where I can, and let her be her. 

Learning as a teacher

I have learned a ton in these short four weeks as a math teacher. More than I could have thought I would, which has made coming to work every day constantly exciting. Since my time in the classroom is wrapping up soon (next week), I thought I’d share a few lessons that stuck out.

To be a good teacher, you have to be a good listener. It seems somewhat counter-intuitive…why would someone teaching a subject need to listen? You’re instructing, after all. What I’ve found is that planning is really only a small part of teaching. Of course, to be a good teacher, you need to know the material and be able to present it in a logical fashion. But it’s the improvisation of answering students questions that is what makes a really good teacher. 

It’s prodding students with endless “why?” questions to see if they really understand the material and are not simply regurgitating it. It’s walking around and seeing their work, finding not only specific struggles for students but also general trends. One other prospective teacher asked "what if they ask X?" and a veteran teacher said, "what if that happens? You can't prepare for everything now." Use what you know and what the students know to fill in the gaps.

For example, I taught a lesson today on graphing y = 1/x. From a class poll, the students had not seen it before. We went to a t-table and plotted (my carefully chosen) x-values with their tabulated y-values. But I noticed that many students wrote that 1 divided by 0 was either 0 or 1. Instead of just telling them “no, that’s wrong.” I wanted to get them to understand why it was undefined. To do that, I needed to come up with an on-the-spot analogy that would makes sense. So I asked, what’s 6 divided by 2? Everybody shouted out the answer. Why, though? I ask. Because 3 times 2 is 6! So the sky is blue because blue is the color of the sky? And so on. 

After considerable prodding, we got to the root of what division really means and why there is no combination of groups of zero that can give you six. A follow-up was why is division the same as multiplying by the reciprocal? At a certain point, we all take these facts to be just facts. Even I found myself starting out with some things thinking “well, that’s just how you do it.” But listening more acutely allowed me to fine tune my teaching and hopefully give students a deeper understanding of what they were doing.

Getting the answer, even in math, is not enough. Comprehensive understanding and a curious mind are what will help students succeed in subjects more than just math.

(Part II, with more lessons learned, will be soon.)

Perfecting pacing

I had no idea what to expect of the students abilities on Day 1. Sure, this is an Algebra 2 class, and yes, I know the students are generally somewhere in the middle of the pack in terms of ability. But to a new teacher what does that really mean? I recalled the Algebra 2 material when going through teacher training, but trying to decipher the students’ background mathematically worried me initially. To complicate matters, these rising tenth graders came from more than a couple high schools. As we all know, that adds even more variability to the equation. As a tutor, I never had this worry because I could tailor my teaching to one student. Using the Socratic method, I could probe students and find out exactly what they knew and where the gaps in knowledge were. I could spend time creating brief examples to illustrate how to approach homework problems that they struggled with. In a classroom setting, that is often not feasible.

The pre-test that we gave the students on Day 1 was not very helpful. Few could recall how to solve systems of equations or graph non-linear equations. My co-teacher re-assured me that this was normal and it just means that we hit on the necessary topics to build the summer around. We designed the entire curriculum from scratch. So when I got up in front of the class for the first time, I had no idea if I would be talking to students thinking “oh my, this guy thinks that we are kindergarten students” or on the other end of the spectrum thinking “is this dude speaking English?”

I started off with a slow pace. Explain as much as possible without detailing the basic arithmetic. I found it made things run smoothly for the majority of the class. There is one student in particular that I am concerned about, but other than that, I have been impressed.

That positive impression gave me the feeling that I needed to speed up. My co-teacher sat in the back of the room after one lesson where I really picked up the pace and confirmed what I surmised. Based on the blank stares I received while delivering the lesson, I went too fast. Slow down, ask the students questions, keep them engaged, and double-check that the material makes sense.

There is a happy medium to pacing. I talked about this with a teacher who has been in education longer than I have been alive and he said even he still struggles to hit that sweet spot. Those were reassuring words. I’ve returned back to a pace that the students seem comfortable with but it’s a constant fine tuning process. And I’m enjoying every minute of it.