tag:blogger.com,1999:blog-1907702537884089718.post4956080009885781223..comments2023-10-07T09:26:02.868-07:00Comments on Exit 10A: EmilyJoe Schwartzhttp://www.blogger.com/profile/02304083254248927187noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-1907702537884089718.post-25997284740441579422016-12-15T15:25:15.924-08:002016-12-15T15:25:15.924-08:00I'm glad you mentioned the group work, because...I'm glad you mentioned the group work, because these kids can hide in a group pretty easily. They can get overwhelmed by the more outspoken and vocal students, and are happy to hang back. We want kids to work together and collaborate, but this is something we really need to be aware of. I like your idea of purposeful check-ins. Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-25298798446940185492016-12-14T20:20:07.207-08:002016-12-14T20:20:07.207-08:00These are the type that are afraid to ask why in a...These are the type that are afraid to ask why in a group and may write down answers but not the work to be able to analyze it or verbalize the process. These types I like to check in with purposefully. <br /><br />But yeah I like how you wonder how your somewhat disengaged student can grapple with a task that hooks his or her interest and has like you said a low floor and high ceiling. Mr. Joycehttps://www.blogger.com/profile/01906053484471665335noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-55496616186140735902016-12-14T17:42:37.584-08:002016-12-14T17:42:37.584-08:00Thank you Josh for taking the time to read and res...Thank you Josh for taking the time to read and respond!Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-10139615190675663992016-12-14T17:41:57.784-08:002016-12-14T17:41:57.784-08:00Thanks Graham!Thanks Graham!Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-70409678371956832502016-12-14T17:41:34.965-08:002016-12-14T17:41:34.965-08:00Thanks Joshua for your comments. I'm right wi...Thanks Joshua for your comments. I'm right with you on point #2. It often feels to me like the sandbox classroom model and the one where we plow through material, ready or not, in order to get ready for tests, standardized and otherwise, are in a state of near constant tension. There are times when I feel the pressure and backslide, and get frustrated with students who don't seem to be getting it, and I know they can hear it in my voice. Then I feel really bad about how I've reacted. It's hard not to let it get to you, especially for teachers whose evaluations hinge on standardized test scores.<br />As for changing Emily's attitude, it takes time. I know this from my own experience as a learner with severe math anxiety. This goes to your point #3. It took a while for her to get this way and it will take time for the damage to be undone. And who knows what her math teacher will be like next year, or in the years after that. It's sadly ironic because it's math teachers who cause students to feel that way! Talk about subverting your own subject!Joe Schwartzhttps://www.blogger.com/profile/02304083254248927187noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-65008943693548594052016-12-14T13:00:16.773-08:002016-12-14T13:00:16.773-08:00Thank you Joe for calling our attention to refocus...Thank you Joe for calling our attention to refocus on the Emily's of the world.Josh Rosenhttps://www.blogger.com/profile/11116234844937310457noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-4449982023382634662016-12-14T04:59:51.060-08:002016-12-14T04:59:51.060-08:00Sometimes I don't want a post to end and this ...Sometimes I don't want a post to end and this is one of those posts. I think we all have or know an "Emily" in our math world. Thanks for refocusing our lesson objectives. <br />Beautiful bud. Well done!Anonymoushttps://www.blogger.com/profile/08525114028095675402noreply@blogger.comtag:blogger.com,1999:blog-1907702537884089718.post-34917017403228801662016-12-14T03:26:49.674-08:002016-12-14T03:26:49.674-08:00Many responses, with only loose connections betwee...Many responses, with only loose connections between them.<br />(1) I wonder what is really going on with the kids in the middle, the "kind of understand" or sometimes get it kids. It is much easier for me to understand the ones who get it (at least a certain level of mastery) and the ones that don't understand at all. Perhaps this is because that's how I feel about my own understanding in math: there are quantum levels of understanding.<br /><br />(2) I often say things like "it doesn't matter so much to me whether they learn the particular math concepts, I want their math experience to be a sandbox for broader learning." In particular: power of reasoning over power of authority, sense of what it means to really understand something (see (1)), freedom to explore, habits of notice and wonder, productive collaboration.<br /><br />However, I wonder if I consistently practice this? I'm sure teachers facing standardized assessments feel constantly pushed in one direction. Even without that, though, the temptation is still very strong to get through material. <br /><br />(3) It always breaks my heart to hear about people like Emily who dislike and fear math, who are made to feel intellectually weak and small by their experience of it. Particularly because I love it so much and it has been such a big part of my life.<br /><br />(4) I'm concerned about how difficult it appears to be to change Emily's attitude and bring her out of her shell. Your teaching practice sounds awesome, your mindsets and attitudes are wonderful. Isn't that enough?JGR314https://www.blogger.com/profile/11702319994021721608noreply@blogger.com