The kicker was I gave plenty of class time for them to do the work in class, with the support of me & their peers
To me (with 14-18yo) HW was always "this is what i expect you to be proficient doing" I would assign what I thought was roughly the right amount of practice, but do what you need to
I once emailed the parents of a Jr, you kid isnt paying attention, or doing is HW & is on the cusp of failing. They called a meeting
*Do you grade the HW?
No, i provide what i think is ample practice, but at 17yo ultimately its up to them
*Well if you dont grade it, he wont do it
Thats unfortuante
In my last ~7 years teaching I switched to a student centric classroom. Anytime I got pushback from parents/students, i started the conversation with, "it sounds like you view my role of teacher as the transmitter of knowledge, whereas I view my role as the facilitator of learning."
Correct me if I'm wrong but doesn't the great book include something about loving your neighbor, feeding the hungry helping the poor...
I think it says something about not murdering or committing adultery too.
But what do I know.. I haven't put much time into reading the second, "new" edition.
I'm not religious, and have nothing against those who are... but I will never understand how people can read the Bible and view the current admin as Christian.
I do like hearing James Talaricos reflections on this dichotomy.
I was at an election watch party at the independent in SF for Obama, which led to celebrations in the street.
We had a (scheduled) faculty meeting the morning after 2016. Every teacher was just staring at the floor, some randomly breaking out in tears...
Im a fairly domestic partner- i do the shopping, cooking, most of the laundry... yet my wife is constantly bewildered by the fact I cannot fold sheets or towels "right"
I think its bc i never had extra "linens" until her- had sheets, wash sheets, put sheets back on the bed.
No folding required
Just bc i know most people are going to split 12 into 10+2, i'll try something different...
12*18
A dozen * a dozen and a half.
A dozen* a dozen= a gross (which i know is 144)
A dozen*half a dozen = half a gross (144/2=72)
144+72=210+6=216
This is when I miss the days of Twitter... when Eli or Zach would chime in & explain everything. They might both be here, but there just isn't the same level of engagement....
Wait... are we really celebrating International Woman's Day on daylight savings?
Women, who get ~75 cents for every dollar, get a day with 23 hours... can't make this shit up.
I was at Amplify for like 3 weeks in early 2021. At that point my teams charge was basically taking IM scope and sequence and changing the ingredients to more "real world" scenarios.
I know there is a complex Open-up, IM relationship with 6-8 material (author vs publish) but the rest is beyond me
Yeah, there does seem to be a disconnect given my (non-existent) understanding of these sites...
Interesting. Thanks.
The top part, regarding changes, is spot on. Every mistake/suggestion I find has to be cross reference with IM. We have some latitude (fix mathematical mistakes) without permission... But there are some (IMO) bad practices, that we have to keep
That tracks. Although I would think that ADM pays IM. I find it hard to believe a for-profit entity can sell a product, based off an open source product, without some financial agreement.
I don't understand that relationship. I was a curriculum writer for amplify for a hot minute a while ago.
At the time they were basing their curriculum off IM but changing all the content, whereas the pictured use it with "fidelity"
Agree 💯... but i also find it interesting that this often isn't viewed as best practices for all, all the time.
Empathy & adaptability helps everyone, always
30 second video in one, 300 characters in the other
Part of teachers is humility. We regularly, publicly, acknowledge the trials and tribulations of our day to day.
This isn't the standard across the corporate world... where admitting struggles is a sign of weakness or ineptitude.
I think the difference is network for connection/personal growth vs network for career advancement.
Here is about community- teachers talk with little filter about the good and bad.
There, where it's about creating a professional image, teachers do the same and come across as "whoa is me"
To be fair, LinkedIn is designed for networking for coorporate career advancement... which is something that most teachers never think of, until they ponder leaving the classroom... it's a different world.
What are foods that you would eat more frequently if they weren't such a hassle.
I'll start
- Pomegranates
- Oranges (outside of easy to peel varieties- mandarin, suma...)
I connected it to graphing quadratics. Start with factored & vertex form. Then standard.. what to do? Rewrite it. factor it if you can. If you can't? Write it in vertex form... (Area model is a tool to help do so).
I would do genre, but I lost that battle years ago...
My wife does color.... Apparently she's not the only one. Who knew?
Makes zero sense to me.
I wrote a Alg2-calc student centric curriculum that focuses on process. It was great... But hard for a lot of teachers to relinquish control.
I once had a boss who went raw food. She lived in walking distance, but would drive in on Monday bringing all her produce for the week.
I once counted 38 bananas on her desk (she would eat a hand, the official name for a bunch, of bananas a day).
From what I understand (and i could be very wrong) not that many districts use the curriculum direct from IM. There a handful of companies that do the commercial distribution of their curriculum (with vary degrees of adaptation, supplements...)
This reminds me of a disconnect in MathEd.
Too often the goal is "find x," a concrete #
Too often we give a limited number of scenarios which call for a finite # of approaches, so S memorize "when i see this, i do this"
The focus on process (logic) is often removed & S struggle when asked to do so
But
Assessing a problem
Identifying what is known, what is unknown and what to find.
Knowing what tools to pull out of the toolbox to try.
Acknowledging when the tool is right/, wrong
Defending ones answer.
Is math/ problem solving 101.
Proofs do all of this... Just not that well.
