Math is Scary?

1.  What did I learn?

This week I learned that math (and math tools) aren't scary just because there are a lot of numbers (or buttons, or gadgets) involved.  I learned that you can show kids that math can take them to INFINITY and BEYOND!  Math can be.... COOL.

I never had to use a graphing calculator.  I was one of those high school students who only took the math classes required for graduation, period.  Just the thought of having to learn about something I heard other kids say was hard was enough to keep me from signing up for the class.  Where was the teacher in her special jumper standing on tables and animating toys when I was in high school?  I bet if kids talked about stuff like that I would have more intrigued and less anxious... I may have even signed up for the class, who knows?

2.  What do I have questions about?

How would I teach students about graphing calculators when I know nothing about them?  I guess the better question is, when will I have time to LEARN all there is to know about them before I have to teach students how to use one.  Honestly, that is one of the reasons I have decided to teach K-5...

3.  What are the implications for classroom practice?

I can see how using a tool, like the graphing calculator, in the way that was presented for us in class, can spark students' curiosity, creativity as well as their desire to learn.  All without making them feel anxious.  Removing the anxiety, and helping kids feel safe will allow them to take risks with their learning.  What a great way to get students actively involved in their learning.

Supporting Confident Writers

I just finished reading chapter 9 in Writing Essentials. So much of what Routman says about supporting young writers resonated with me. I respond much more readily to constructive criticism when positive remarks about my work have been made - along with any suggestions for improving my writing. For instance, I spent two years in a row attending college classes. I had to write several papers for each class every quarter. I received good grades on all of my papers and hardly ever received any constructive feedback. Naturally, I thought my writing was just fine. However, during my last quarter I had to write a 15-page paper for my senior seminar. I worked very hard on it, making sure I had covered all the items mentioned on the rubric. I was completely deflated after receiving the first draft back from my instructor. He did not have a single positive thing to say. All 15 pages were covered with things he thought I should do differently. I was so overwhelmed I didn't even know where to start. For the first time in my college career I emailed my paper (along with the rubric) to the writing center for help.

While waiting for a response from the writing center I began to tackle the points my instructor wanted me to focus on. I got bogged down in "fixing" my paper, and by the time I addressed half of his points it no longer felt like my paper. I resented the entire process. For the first time ever, I felt like giving up.

The first comment the writing center employee responded with was how strong she thought my paper was. She then proceeded to give me a few suggestions, which were very minor and easy to work on (none of which matched any my instructor had given me). I ended up cutting so much of the paper out, and using so many of my instructor's "suggestions," that I felt like I was writing his paper. I didn’t feel good about turning in my final copy. Even though I ended up with a decent grade, I did not feel good about the paper at all.

I NEVER want my students to feel like their work is not "good enough." I never want them to feel like I don't like what they have written. I completely agree with Routman when she instructs us to “focus on the writer above everything else…put the reader first…[and] remember that the writer is exposed” (pg. 223). Routman says that if a student leaves a writer’s conference deflated and discouraged then the teacher has failed (pg. 223). This is one area I plan on succeeding in.

It is important to keep the balance between scaffolding our student’s learning in a way that is sensitive to their feelings, while at the same time handing over the reins to them so that they can grow in their learning and manage their own editing, etc. In regards to maintaining the balance, Routman remarks, "content is personal; editing is not” (pg. 234). It is nice to know that I will have Writing Essentials to refer to before beginning writer’s conferences with my future students.