Noreen Claire
-
Posts
1,753 -
Joined
-
Last visited
-
Days Won
1
Content Type
Profiles
Forums
Events
Blogs
Classifieds
Store
Posts posted by Noreen Claire
-
-
28 minutes ago, Not_a_Number said:
So... I'm curious. What appeals about it?
First - from the quick read through that I did, I think that the ways to reflect and engage with the way we (I) currently teach math, and the example ways to re-center, re-focus, and improve my instruction would benefit every student in my classroom.
Second - It was written by a group entirely made up of BIPOC math educators, and I respect and value their experience as math students and math teachers and their unique insights that can help me improve my own teaching (as a white woman who went to private, nearly-white-only schools k-12).
I teach at a school that does not value mathematics at all - they just eliminated the math major! - and the students who I have in my (remedial) college math classes do not enjoy math. They see it as a set of rules, disconnected from their life, that you have to follow to get an answer. They have no interest in learning math for math's sake, or for wanting to explore concepts for understanding. They want me to tell them how to do the thing to get the answer. Saints forbid I provide a problem with multiple paths or no ready solution! I once put a quadratic equation on the board and proceeded to solve it four different ways (graphing, factoring, completing the square, and quadratic formula). When I was done, the only questions was "which was the right way?" The recommendations that I saw in that workbook were about relating math to students' lives, centering the learner rather than the teacher, and teaching students to think of math as the journey, rather than the map. It all looked good to me.
-
1
-
2
-
-
Speaking as someone who has taught math at a highschool that was 85% children of color (predominantly Hispanic) and who is now teaching at a (noncompetitive, small) University that is significantly more diverse than the state as a whole... I think that workbook is fabulous. Thanks for linking to it - I have forwarded it to my department chair and plan on working through it as best I can.
-
1
-
-
I was wondering about the fact that "Westville" Wanda has no accent, but the Wanda that went outside the energy field was dressed like Scarlett Witch and had an accent. My thought was that there is a multiverse Wanda controlling "our" Wanda, and she happens to be from the X-Men universe (hence the Pietro/Peter issue). But...that might not make sense.
I'm looking forward to Monica Rambeau gaining her powers. She's supposed to be part of Captain Marvel 2 next year.
-
3
-
-
4 minutes ago, Not_a_Number said:
There are office hours and everything.
Huh. This is news to me. We must have missed that.
3 hours ago, eternallytired said:I suppose that for most chapters he has been doing fine, but this chapter (10) and chapter 7 have been such doozies that I'm questioning whether he's going to overall understand enough to thrive in further math.
This makes me feel better! Glad to know if wasn't just DS11.
-
3 hours ago, Not_a_Number said:
I wouldn't know about the open forums, but on my class forums, there are TONS of threads that help kids out, and usually there's a decent number of kids per class who use them extensively.
DS11 took a pre-algebra 2 course last year (I needed him to be held accountable to someone else for a while) and the class forum was useless. Mostly just kids posting "I have no idea how to solve this problem," over and over. No one ever offered help.
-
1
-
-
My DS11 is working through AoPS Intro to Algebra as well. He did BA3-5 (2 wasn't out yet) and then AoPS pre-alg last year. He just finished chapter 7 today, and it was *hard* for him. I think it's partly that his brain has finally come up to it's working level (he was flying through curriculum before, and suddenly he's truly being challenged) and partly because he's in 'growing-boy brain fog' phase. Some days he thinks the problems are hard, some days they are easy, and some days they are just fine. We are just moving at his pace. Some days I sit with him for a long time to help, and some days he doesn't need me at all. But, I have three others I need to help, so I understand the need to be able to have him work independently most of the time!
I will say that, even though I have a math degree and teach (remedial) college math, I'm not always sure exactly how to start problems right away in that book. I will usually read the solution to myself and then ask him leading questions to get him to better understand the question, and then he can go from there.
Have you had him look for help in the AoPS forums? I was thinking that my DS11 might start looking there first, if I'm working with one of his brothers. I'm not sure if it would be better than just reading the solution manual himself, though.
-
1
-
-
Math: He'll finish AoPS Intro to Algebra by Christmas, and then he'll get to choose between starting Intro to Geometry or doing Intro to Counting and Probability first.
Logic: continue w/Logic Liftoff series and Mind Benders books.
Science: Chemistry (library books & Kingfisher Science Encyclopedia) along with continuing in The Story of Science books that fit the history timeline
History: Early Modern period, using Kingfisher History Encyclopedia and Light to the Nations P2 & the companion The Making of the Modern World: The History of the United States; reading lists from Living Math U3
Latin: continue with Henle First Year
Language arts: Spelling Workout G; Writing With Skill level 2; some sort of word roots program; Grammar for the Well Trained Mind (we did lessons 1-60 in the purple book last year, will do 1-80 in red & 60-80 in purple this year, and will aim to review 1-40 & do 41-100 in blue next year.)
Literature: assigned books from the WTM reading list plus whatever else he wants to read, he usually has several non-school books going at once
Sports: summer cross country training with the local running club, fall soccer & cross country, winter basketball ONLY if everyone is vaccinated, spring soccer.
Misc.: Keep up with typing program online. He's knitting a blanket, slowly. He's blowing through Hoffman Academy piano lessons, so we will find him an in-person teacher as soon as everyone is vaccinated.
-
I'm not sure if this will be helpful, but DS11 just picked Latin back up after taking the fall semester off (I was teaching three college classes in the afternoons, and something had to give.) We had used Little Latin Readers from 3rd through 5th. I bought the Memoria Press Henle First Year book set and the teacher's guide. So far, he has been able to do almost every exercise orally (we are in week 6), with a small amount of writing only to copy declension endings into his notebook. (The set comes with the vocab cards already made.) Also, I found a website that has a lot of free materials that go along with the book that are helpful.
(We are using ecclesiastical pronunciation - we're Catholic.)
-
I have used OPGTR before, with DS9, and it worked well. However, DS9 and DS11 were much more natural readers than DS6.
Thank you for all your comments; I've looked at a lot of the options that were suggested. I would prefer not to use a screen to do any teaching with him yet, but I can add some learning apps to his tablet for when he has screen time on weekends. I do have some Bob books and other phonics readers borrowed from the library, as well a few AAR readers, some phonics flashcards, and several sets of letter-based games in the closet (my first bananagrams, etc). I think I might even have a couple of nearly-unused Explode the Code workbooks in a box somewhere. I may try to stick with the lessons of OPGTR, but present them in different manners for a couple of weeks. If that doesn't work, I'll come back to this thread and look seriously into another curriculum.
Thank again for your recommendations.
-
1
-
-
Thank you! I have a lot to think about.
-
DS6 is a very loud, extremely demanding, really cuddly, extremely active, funny kid who likely has some amount of sensory processing issues and ADHD.
He will happily do math and handwriting while he eats breakfast (that's what DS11 does, and he thinks it is cool). He loves logic, which we will orally. He will listen to history and literature books after lunch while playing, and has an enormous vocabulary (he's been tested, due to articulation issues for speech). He's great with narration and comprehension questions (WWE1 and FLL1), *if we can get to them*. It is phonics that we are really struggling with. HE DOES NOT WANT TO DO PHONICS. I just don't have the ability to fight with him to get it done. We are on lesson 62 of OPGTR. Each lesson takes f-o-r-e-v-e-r. His vision is fine. He knows all his letter sounds. He's starting to remember the digraphs and blends more automatically. He just does not want to sit and do the lessons. He yawns. He wiggles. He turns his head so he can't see the page. He claims he needs a nap, no matter what time of day or what he was just doing. He sometimes just gets downright angry that he has to do phonics. It takes every trick I know (breaks, snacks, bribes, varied time of day, varied location, etc) to get him to finish his lesson. Some days I break one lesson into multiple parts through the day and some days I just skip it altogether. I feel terrible about it, but It happens...I'm only one mom with four needy kids at home all the time and I'm tired!
Does anyone have any been there, done that advice that can help?
-
On 1/28/2021 at 1:39 PM, hjffkj said:
only if he sells before this crashes because it will. My bet is most people who jumped on this bandwagon will not sell in time and will be stuck holding the bag
On 1/28/2021 at 2:13 PM, Arcadia said:There is still short term capital gains tax on the earnings, as well as brokerage fees to take care of. Still it’s possible to earn big on shorting stocks. A friend who went from engineering to stock trading earned a few thousands per day (before tax) quite consistently but he is also a chain smoker from the stress.
He did cash out, but left in a bit to keep 'playing'. He's still a full-time student, and after the taxes he will put his newfound money on his school loans. Hes having fun learning about the stock market.
-
3
-
-
I have only read a bit about it, but my BFF's college-age kid is about to make in a week of trading what a minimum-wage worker makes in a year of work, so...
-
2
-
-
We have a milkman, too! And Today was delivery day!
We get milk, cream, and eggs every week. We get the half-gallons in plastic rather than glass, though, because I order 4 gallons of milk each week (so, 8 half-gallons). I'm afraid my refrigerator shelves couldn't handle the weight of the glass jars.
We can have anything that they stock in theirs small farm store delivered, so sometimes I can get artisan pirogi or fancy pizza. I have ordered bananas and oranges before, when we had run out from the regular grocery store, but they are more expensive.
-
7
-
-
On 1/21/2021 at 10:31 PM, Coco_Clark said:
I have not taught using Henle. We use a pretty eclectic mix mix of Latin for Children, Lingua Latina Familiara, Visual Latin, and National Latin Exam prep. But, I can't imagine throwing middle school kids into Latin without a teacher that's at least a few lessons ahead. Once you make the jump from vocab memorization and declensions into heavy translation, you really need to know your stuff in order to help and correct.
Which is time. I know. So yeah, your choices, ime, are find the time or find a tutor/online class.
Thanks very much. I guess I am going to have to make the time to learn it myself!
-
On 1/20/2021 at 10:52 AM, 2_girls_mommy said:
If he is going to continue latin further, I would say you need to learn it, unless you are going to enroll him in an online class with a teacher who knows the material. If you just facilitate, it would be like handing a kid an Algebra textbook to figure out on his own. Yes, some kids could read the text and grasp it. But most need a teacher to work out practice problems with them and to help correct work and to know what they are looking at. (when you grade Latin translations, there can be different translations that are correct. You don't want to be counting off because it doesn't look exactly like the book's answer if it is correct, etc.) He might do fine this year. I am just thinking about as you get deeper into it. We went through Henle 3 over the course of high school with my dd for Latin credits of 1-4. We also prepped for the National Latin Exams each year. If I wasn't working the material and learning it with her, I would have most definitely needed to pay for an expensive online class to teach it at some point.
The MP guides for Henle that I have seen (just for Henle I, I don't know if they have them for after that?) are good. They break it down into lessons similar to their Form series which is an even better program for beginners. First Form uses their own exercises and uses Henle I as well. We did First over two years for Latin 1 and 2 in 8th and 9th grades for high school credit it was so good. And dd scored amazingly on the NLE exams for levels 1 and 2 with it.
Thank you!
-
DS11 has had three years of slow, gentle Latin with Little Latin Readers, from 3rd-5th grade. We took the first half of 6th grade off from Latin because I was teaching three courses online and just couldn't fit it in the day. So, we've just started Henle Latin after Christmas. I am using the Memoria Press teacher's book for scheduling and correcting answers. (He's doing the exercises orally, because writing would slow it way, way down.)
When we worked before, it was simple enough that I learned the material just by sitting with him, helping him with the workbook, and listening to the audio files. However, we're only three weeks in and I can tell that I am not learning the material like he is the way we are working Henle now. So, my question is this: Should I try to find the time to do the work ahead of him and learn it myself, or will he be okay if I simply just facilitate and correct answers using the book? (We can't do it at the same time, because that would require him writing his answers, will definitely make it take longer for him, and might cause a revolt.) It might also be possible to sign him up for an online course in the fall.
Can anyone share their decision and/or experience? Thanks!
-
-
Thanks, that was helpful to see how you have your son breakdown the directions.
I'm confused with the given excerpts... Is he expected to incorporate language from those? Isn't that plagiarism? I'm not sure how to have him combine the lists and excerpts together into a description. I've had him reread the descriptions from week 13/day 3 to give him a model, but it doesn't seem to be helping.
*sigh*
-
DS11 has been working through WWS level 1, and has been doing well so far. His outlining ability is much improved, and his descriptions of narrative writing are getting better as well. However, we have reached week #14 and are having trouble with writing a scientific description. In week 14/day 4, he was given a list of facts about Mars and an excerpt description and told to write his own description. What he did was write down EVERY SINGLE FACT and try to form them into sentences. I don't know how to help him write this description. He did have trouble a couple of lessons ago doing the same type of lesson about volcanoes, so it is definitely a scientific description thing he's having trouble with.
FWIW - I have read that I am supposed to "work through the book first", but I DO NOT have time to do that. Also, I'm no writing slouch - I have a couple of degrees and was ABD in my Ed.D. program. I just don't know how to TEACH this to him. We will spend as much time as we need to on this before moving on to the next lesson.
Help, please?
-
I got mine under control by losing weight, taking magnesium, and limiting caffeine later in the day. YMMV.
-
-
I have this one:
https://www.macys.com/shop/product/cuisinart-waf-150-waffle-maker?ID=1492946&CategoryID=7554
As a matter of fact, I just bought a second one. It makes large waffles that I cut into fourths to serve. I always make a double large batch and freeze the leftovers ,but it feels like it takes forever, so now I have two!
-
Thank you for your comments! My FIL was over for dinner and I read them to him; he thought they were good points and will pass them on to his client.
Teaching Math Students to show their work and seek right answers = White Supremacy?!!
in General Education Discussion Board
Posted
The document doesn't say that you cannot require students to show work or cannot tell students that their answers are wrong. It says that you should not center your class on ONLY written work, and you should not focus on ONLY what they got wrong. It asks the teacher to think about other ways that students can express their knowledge or methods of solving problems (I do this with my own DS11, who refuses to write out solutions). It asks teachers to think about ways we can engage what is correct with student work, rather than what is wrong with it. I think that these are good ideas, and it is likely that you are already doing them to some extent (I am definitely trying and struggling in my time-limited asynchronous/synchronous virtual courses).
...I say this gently to anyone who would read thought the document and react with "This is how I learned/do/teach math. They are calling me a white supremacist and a racist!" that this is most definitely NOT what the authors are doing. They are merely suggesting ways that the 'sage on a stage" and other traditional methods of teaching mathematics have become very teacher-centered, and do a disservice to our students, and a significant disservice to our populations of minority students. It merely asks for a re-framing of math to be about the learner and not the teacher. If the same recommendations were presented, without the references to 'paternalism', 'white supremacy', etc, would we be more likely to see them as the basis of good teaching?
With that, I'm out.