Our Department Picture: Math Rox!

Are you ready for this?

I quickly mentioned the Readiness Checker idea a few posts ago, as a new idea I got from another teacher. I want to revisit it here, now that school has been under way for a few weeks. I have to say, it is simply excellent. In the past, I've done a variety of readiness checks, with various degrees of success. This is working better than any other method I've tried.

So here's how it works. To be ready, students must, *by the time the bell rings* do the following:

• Take out binder


• Take out homework (and Readiness Checker)


• Have a pencil sharp and ready


• Put backpack in back of the room


• Begin working on the Do Now

If all of those things are completed, the student earns a sticker or stamp on their Readiness Checker. When the checker is filled in (I currently have 9 spaces on mine, but will probably extend it to 12 for the next round), it turns into a "get out of homework" pass. This has the benefit of putting a nice positive incentive on being ready for class, no negative consequence, and it is not directly tied to points in the grade.

It has been working like a charm in my 9th grade Numeracy classes. Most of the time, I have at least 3/4 of the students earn a sticker (often more), which lets class start quietly, focused, and on track. Of course, there are off days (like Friday afternoons), but overall this has been a fantastic new innovation. If you teach students that have difficulty getting started, I highly recommend a system like this. A couple of our 12th grade English teachers are doing this too (I was surprised, but they say the students love it.) Best of all, there is no added management on your part - if the student loses their checker, give them a nice new blank one. (So far, though homework sometimes "gets lost", I haven't had a single student lose their Readiness Checker. What a surprise! :)

What we have to watch out for (a partial list)

San Jose, though a relatively safe city overall, does have a significant gang problem. Our students are generally not involved in gangs directly (though we do get the occasional hard core kid), but their communities are infused in a wash of red and blue, and gang symbols are everywhere. We work hard to keep this out of our school, so that all our kids can be and feel safe, and part of that means clamping down on the little behaviors that can flare up into big problems. So, aside from all of the normal things a teacher needs to watch out for, here are some others, any of which will get a kid put on a strict "gang contract" (which usually means that further behavior will end them up in a discipline committee meeting to discuss their behavior and their desire to remain at DCP).

• Red or blue markings on clothes or shoes


• Red or blue hair rubber bands, red or blue pens sticking out of pockets or used to hold up hair, red or blue nail polish and makeup


• Students writing in red pen (blue is too ubiquitous to try to prevent)


• Crossing out 3s or 4s; replacing "e"s with "3"s or writing "e"s backwards


• Using the numbers 3, 13, 4, or 14 inappropriately


• Showing problems with colors (i.e. a student given a blue whiteboard marker to write with who refuses and trades for a red)


• Certain tags like Sur, Norte, 408, ESSJ, Sharks


• Markings at the base of the thumb (3 or 4 dots)


• Roman numerals XIII or XIV, and clever ways to write them, such as dotting your "i"s with an "x", like in the word "live"


• Certain hand gestures


• The UFW eagle has also become a gang symbol. I had a couple of students building it out of unit cubes last week!

There are more, but that's all I can think of off the top of my head. It may seem trivial or ridiculous to watch out for these things, but it is amazing how serious they can be, and how they can lead directly to students getting physically intimidated or hurt.

Another discrete learning moment

In Numeracy, we have so far been working on two concepts: solving word problems with the bar model method and adding integers with and without manipulatives.

The bar model work has been quite interesting, and I'll post more on how it's going later. Adding integers has gone pretty well, as it is not that difficult of a topic for most students. The hard part, as always, is breaking students of their deeply ingrained habits of wanting the "rule" or the "shortcut" that will let them solve the problem faster. They can't seem to figure out that they have learned these rules again and again over the years, and that they haven't stuck yet. And, even though they may think they know the rule, they might not. Several times today I heard "a negative minus a negative is a positive". But I digress...

Today, I began integer subtraction in two of my classes; subtraction is, of course, much more difficult for students to master. In my first class, there was a lot of buy-in. First, I showed them how to do problems where the second number is smaller in magnitude than the first number (8 - 5, -6 - -4), which is easy to show with unit cubes and an integer mat. I like showing how the second example is no more difficult than the first when you understand what you are actually doing. Then, things got really interesting when we moved to problems like 6 - -4, 4 - 7, and -4 - -9. I showed them why and how we add zero pairs to be able to subtract. After I went through it once, a couple eyes lit up. After the next problem, a couple more. And after the third, a few more. I could actually witness students engaged in the act of finally learning a concept. This is one of the joys of teaching basic math to older students. One of my repeating students raised his hand and said, "I don't get it. Why is this so easy? Last year this made no sense, and now it's easy." I think I was able to convince him that the fact that he was paying close attention throughout the lesson was the answer to his question (I didn't teach him last year, but I know he almost never engaged in his class). I'm not sure if this meta-knowledge will stick, but if it does, I think he may now be set to finally learn some math and pass algebra. For sure, when he does lose focus in the future, I'll remind him about what he discovered today.

But with all successes come setbacks (I didn't say failure! I must be getting less cynical). In the next class, the lesson did not go over so well. A couple kids showed me the bright-eyed look of victory, but most were just playing with their cubes. I think I need to invest in unit cubes that do not lock like legos... Some of the students know the "rule", and though they don't know why it works, they wanted to keep using it and not try the blocks. I wouldn't mind it so much (for the few who really do know how to use the rule), except that it prevents students who don't know the rule yet from seeing the value in using the manipulatives. It's like creating a short-circuit. I have two more classes to go on this lesson, so we'll see how the others react. I am still getting a feel for the different character of my different periods, but certain patterns are already surfacing.

My life just got a bit easier

Every year, a handful of juniors end up having a free period due to various scheduling reasons. But, we don't let them sit idle. Instead, they become TAs. This may sound like a cruel thing to do, but they really seem to love the responsibility. For us, grading endless quizzes, for example, just isn't quite as entertaining as it used to be. But for them, it is a brand-spanking new rush of power! Ahh.. remember that first A you gave? That first F? Can you smell the red ink? Ok, I use DCP purple and orange... They even seem to like things like organizing files and cleaning lab equipment. Go figure.

I just got a TA assigned to me during my one Algebra 2 period. She was in my Algebra 2 honors class last year, and earned an A+. She'll be grading the daily homework quizzes, grading other quizzes from my Numeracy class while I lecture (ok, she can do her own homework if I don't have anything to grade that day...), and helping tutor students in the class during individual/pair/group work time. She starts tomorrow and I am psyched.

In the news... again...

Yesterday's article about DCP's gain in the API, reflecting the fact that the students decided to actually take the tests last spring.

Writing in math rocks my socks

I handed out and used the reflection journals in my Numeracy class for the first time today. Of course my first class was too fast for me and half the covers were tagged before I could even react; but I learn fast and outlawed tagging script for the rest of the classes. "Aw man, no tagging??" But they listened for the most part..

I know countless other teachers do the reflection journal, but it isn't seen as much in math. And I've never tried it before. The kids were a bit unsure what to write, and I was a bit unsure what to tell them. My prompt today was something like "write about what you learned today in class and what you feel that you still need help in". I also told them they could choose to follow my prompts, or write something else. General ideas: what are you understanding? What are you confused about? How did the class go? Is there anything you want or need to let me know? I did confirm for one girl that the writing should, indeed, be at least tangentially related to what is going on in class. She seemed to find this reasonable.

So far, I am totally into this. The last 5 minutes of class are silent, as kids process what they just learned, and think about what they still don't get. At the end of the day, I read through 3 classes worth (~60 students), in about 20 or 25 minutes, and responded to what they wrote. The immediate feedback was awesome. Most found the Bar Model method long and seemingly difficult, but they almost all conceded that it helped them to understand the problem better and make it easier. The kids who were totally confused let me know. One girl said she was proud of herself for having learned the new skill. Another told me that I talk too fast sometimes but that she thinks I'm going to be a good teacher anyway and is looking forward to the year. One boy told me his stomach hurt from lunch and that he needed to use the bathroom (he's in Numeracy for the second time - but I dig his sense of humor).

I'm going to try to commit to reading their journals every Friday at least.. I think that the more I write, the more they are likely to write to me.

I collected their math autobiographies today (only 3 or 4 kids didn't do them!) and I am looking forward to reading them later on. I'll probably post a few choice excerpts.

Wha?

The first day came and went in a blur. We started the day with a special assembly, in which all the departments came up with a little skit to present themselves to the students. There was a lot of energy, and the kids had a good time. The math department came out as if we were doing an encore to a show - we brought costumes and real instruments, and rocked out to "Cult of Personality" (i.e. Cult of Math Ability). Then we introduced ourselves, including our new stage names. This year, I am "Bass 10". Hah!

I saw 2 Numeracy classes today (80 minute blocks), plus SSR and homeroom classes. Lots and lots of freshmen everywhere. They are always so different in the first week or so of classes: silent and afraid to stand out as their brains are processing all of the new social cues and are trying to make sense out of their new world. Or something. I promised I'd know all of their names by the end of the week, but that may be pushing it.

In Numeracy today, I asked them to start by brainstorming around MATH - what images does this loaded word bring to mind? As this was the first day, discussion was hard to draw out of them. Someone would finally mention fractions, and I'd say, "Is there anyone in here who doesn't really like fractions", and every single hand would suddenly shoot up. See, you guys do have things to say! Then, I handed out a math survey to try to measure their self-perception and self-confidence, among other things. We'll repeat this at the end of the year so I can see what changes have been made.

Then, I handed out the Math Autobiography assignment. It had some questions to get them thinking about their math experiences thus far, and they need to write a full 3/4 sheet autobiography for homework! I'm sure there will be some really interesting ones, and I'll post them once they come in.

We burned through class rules and expectations as fast as possible, and then I began the whole-class unit on integers. (Differentiation will start later on, once I figure out when our laptops will be coming in.) I introduced what integers are (and we talked about applications like money, position, time zones, temperature), and then I showed them how to use unit cubes and an integer mat to model integers. We also learned about zero pairs, and how to simplify integer mats by removing zero pairs. I feel like not rushing things is a good plan. Spending a few lessons really scaffolding integer addition, I think, will pay off in the long run. The kids did a good job with the manipulatives, but reading directions is going to be (as usual) a constant challenge.

I'll try to keep posting about what is happening in Numeracy - though maybe not full lesson plans. If anyone has questions about details, always feel free to leave a comment.

It begins!

Ok, I think I just laminated more things in the last three days than I have previously in my whole life. I've got up the class norms (1. Show respect to yourself, each other, and the class. 2. Always focus on learning math. 3. Try hard and take risks.) I've got up the 8 step process for solving problems with Singapore bar modeling. I've got up the signs for the Readiness Check (Binder and homework out; pencils sharpened; backpack at the back of the room; working on the Do Now) and I made the Readiness Checkers - an idea I stole not 5 hours ago. Each time the student completes all the readiness tasks by the bell, they receive a sticker on their grid of 9 spaces (3 weeks). When the grid is completed, it turns magically into a coveted get-out-of-homework pass. I've got up the giant sign with the answers to "Why should I learn math?" (see previous post) which took the help of two other teachers and 4 boys from the soccer team to color in. Oh yeah, and three kids from the robotics team to laminate it and cut it out. I've got the homework checkers laminated and up on the wall; each day, students receive a check mark or an X depending on whether they completed their homework or not. This system is a good way for them to continually be reminded of the effort they are (or are not) putting in. Plus, parents love to see them when they come visit. On parents' night, the homework checkers are the single biggest draw (as they are easy to understand and give an immediate sense of parental satisfaction or dismay). My blank journals are unpacked and stored on the shelves, labeled by period number. I came up with a new idea today - the "Days since the last referral" wall. Each class period has a sign up, with a referral stapled next to it on the bulletin board. The signs are laminated, so I can put a check mark each day that no one in the class gets a referral (or I can rip it down dramatically when someone does!). If they reach 10 days with no one getting a referral (that quite a lot for a low-skilled freshman class), there will be some sort of group reward. There are famous mathematicians on the walls smiling smugly over the room. I've got up the number line on one wall and the place value chart on another wall and a magic eye calendar on the back wall. I've got up a map of the US and another of the world. These are great to have up in general because students don't know where places are or how big they are relative to others. I always think back to my Algebra 1 student (who is now safely graduated) who, in a scientific notation lesson busted out with "Alaska? What's Alaska?". On the world map, I can show them where Singapore is. The manipulatives are shelved neatly and the copies for tomorrow's lesson are all made and laid out on the desk. I helped the other teachers remaining here at this ridiculous hour move stuff and get stuff prepared. And I just finished making my seating charts now that the class rosters have finally been sent out. You have to be a teacher to really understand how much goes into preparing for a new year...

I'm excited about my classes - both my single Algebra 2 class and all my little freshmen that will be in Numeracy. Going into my 7th year of teaching, I finally don't feel nervous because I know how most things are going to play out and I feel prepared. But last year I had a light schedule because I was working on another project for the school part time; this year, I have the 5 classes plus SSR and Homeroom, so I'm going to have to fight to get my teacher legs back. It's time to go home, get some sleep, wake up, pack lunch, and dive in to the deep end. I think I'll be holding by breath till Thanksgiving.

Leer es poder!

In preparing for Numeracy this year, I've been reading up on the Singapore Math curriculum and philosophy. They really seem to know what they are doing. Everything has a logical, mathematical reason, and it all fits together neatly. I just read through two books which I highly recommend for anyone teaching primary level math to high schoolers. In just under 2 hours of reading, I've gotten some really good and practical ideas - both big and small picture.

Handbook for Primary Mathematics Teachers

8 Step Model Drawing

I read this next one a while ago, and have recommended it on this blog before, but it bears repeating. It is a fascinating comparison study of teachers in the US and China, and what kind of mathematical knowledge and ability is required in order to teach primary math.

Knowing and Teaching Elementary Mathematics

What books do you find useful/enlightening/interesting with regards to teaching math?