Focus: Ch. 7

As I started reading this chapter I found myself disagreeing with the text. I don't know that I agree with dropping advanced algebra as a requirement because some find it too difficult and discouraging. On that note, I must admit that math has always been my favorite subject, because I am good at it and enjoy problem solving.
So, I passed the book to my husband, a mechanical engineer, and had him read that section. His thoughts:
"Students don't need to learn more advanced algorithms that they'll never use, even as engineers or scientists..." As an engineer I use advanced algebra and calculus multiple times a day.  Algebra teaches your brain how to think and use logic.  The author suggests students spend more time learning "simple skills" while tackling issues like "gas prices".  When I read this I immediately thought of an algebra problem to decide if premium or regular gas is more cost effective for your vehicle, depending on the difference in mileage vs. cost.  The author does not understand algebra, so he does not understand its value.  

I do, however agree with the section on simplifying math standards. I feel like there is so much to teach, and I don't have time to go into depth on any of it. I did a long-term sub job in a 3rd grade classroom last fall and taught a lot about patterns. Then this fall when I started teaching first grade I realized that it is pretty much the same lessons that the third graders were doing. Our school has been using Math out of the Box for several years now, and I imagine that patterns are also taught in second grade, so why, when I taught the pattern lesson to 3rd graders last year did they not have a clue what I was talking about? It's all the same vocabulary: core, elements, repeating, etc. Why do we reteach this every year, rather than teaching it thoroughly once. If they really learn it, we won't have to teach it every year. I agree with Schmidt where he says, "need to focus on a small enough number of topics so that teachers can spend, not days, on them."

Focus Ch. 7 - MATH

Focus Ch. 7 – MATH

            As someone who struggled with math in school myself and see so many of my students struggling with math, this chapter really hit home.  Math is the “most failed” subject (pg. 195).  Right now I am in the middle of our Algebra unit for 6^th grade and my class is really, really struggling so reading what Schmoker wrote about Algebra made me feel a bit better.  The textbook does not have very many word problems that actually show how you would use Algebra in everyday life.  It uses a, b, c and gives the formula but it makes no sense to my kids at times.  The examples it will give are not things students typically deal with or need to write an expression to solve.  I also struggle with giving a real world example with many of the concepts because I haven’t really had to use too much Algebra in my adult life.  It was shocking to read Schmoker’s examples of scientists and computer programmers who said the same thing!  The fact that “less than 5 percent of the workforce use Algebra II or more advanced math” (pg. 199) was surprising as well.  However, I do believe that if we want our students to compete in a global world students do need to be at a higher level of proficiency in math than they currently are.  My students’ main roadblock in understanding Algebra is the fact that they don’t know their multiplication facts or even simple fractions (it took me 5 minutes today to get a student to realize that 4/4 is the same as 1 when she was trying to subtract ¼ from 1 and we have already studied fractions this year!  I tried comparing it to quarters and it confused her even more!) or some math basics (like basic measurement units, simple fractions being the same as a decimal (1/2 = .5) etc).  Students can’t do mental math very well so it slows them down with the more complex math even if I let them use a calculator.  I liked Schmoker’s idea for using data and real life tables, charts, and information to make Math applicable but I wish the textbooks would do a little of that for us as it isn’t easy to find examples all the time.  I think a great idea would be for textbooks to have links to articles or videos that you could use to illustrate how a certain concept is used in everyday life.  Since this is my first year of teaching 6^th grade math I haven’t had the years to accumulate and find these resources to relate to each math concept or unit, and if we want it done we have to make it easy for teachers to do!   Hope some textbook writers will read “Focus” and see the need for this. 

Poverty: Lakeitha Case Study

In the Lakeitha case study Payne describes a 15-year-old girl who’s parents are unavailable and who is responsible for younger siblings.  Payne explains that one of Lakeitha’s key issues is time and recommends giving her extra flexibility around due dates, such as an extra day to get assignments done.  While I agree with this recommendation I have recently struggled with similar differentiation attempts this year.  Other students notice the differential treatment and demand the same opportunity.  A student in what can be an embarrassing situation – can’t read at a high school level, difficult home situation – is put in the spotlight.  Angry peers can get pretty aggressive about the injustice they perceive.  I see this becoming more of a problem as I teach more academically focused students.  Students in my chemistry class compare point by point every problem on assignments I pass back to check that assignments have been graded correctly.  I know of examples at other schools where parents have collected assignments from various students and compared grading similarly.  Folks don’t seem particularly open to equal is not always fair.  Things can be worded in ways that sound a bit scandalous.  Is the best approach to try to fly under the radar or is there another option?

Poverty: Relationships

Luckily I have been told from the beginning – when I was a first year teacher at a small alternative high school in Portland – that making school work for the truly struggling students is all about relationships.  Ruby Payne confirms this important message.   It’s impossible to have this connection with all students.  Most notably I have connect with those that need that relationship to succeed this year over music.  Being able to answer the question, “What is your favorite punk rock band” and “What is your favorite hip hop group” with appropriate answers has paid off big time.

So I establish this report with a student that usually won’t participate in class.  But I only see him 50 minutes a day.  He fails all his other classes and disappears to some alternative program.  When relationships are so important yet so difficult the odds seem horrible.  I liked this recommendation from Payne:

Schools need to establish schedules and instructional arrangements that allow students to stay with the same teachers for two or more years – if mutually agreed upon.

I have often thought about what I could accomplish if I could have a 2 period block of high risk freshmen students for both math and science.  Unfortunately I don’t see this working with the scheduling logistics of the high school.  Do you have any ideas about how we could implement Payne’s advice at the high school?  How about at your school?