6/28/10

Okay so we just finished class and I'm in the library working on this final. I like this final I do. It is really unlike any final I've had. The thing that I don't really find particularly appealing is that when I finish I don't think I'm going to have a good sense of how I did. Yeah sure I can argue my point and say I think this because of this and probably ultimately I will get it right which is great and all but the fact of the matter is I won't know if I really did a good job or if I did OK or on par with everyone. I won't know if you look at the paper and roll your eyes and say wow that's great 25 of all the same answers or if maybe I picked up on something that you were hoping I picked up on. See the way I see it is I'm going to get an A but I actually am interested in what you are trying to do and what you think about how much of it I have picked up on. What I like about this class is it was challenging, it made me think about things that really, sad but true, none of the other professors have made us think about. Namely: how kids think and process information. I really have liked this class and I'm not sure which I enjoyed more the content or the just as sarcastic as me, I'm smarter than you and I know it (and by the way so do you), not afraid to say what I mean, and be honest with you even though everyone won't like it professor. That part was actually really refreshing.
So I think, could be wrong but not usually at least in my eyes, I deserve a 2 for my blog grade. Here's why, my blogs were honest and mildly entertaining and yet somehow I was able to still tie some sort of math into my blogs.

6-23-10

So I guess I will talk about how horrible hard it was to keep my head down and not look at my teacher like she was crazy the other day when she tore the second graders apart for wanting to use cubes on their math test. Funny thing . . .before this class I probably would have done the same thing but now I'm thinking what the f is the difference if they use cubes or count on their fingers or whatever. Now I love my practicum teacher but this rant did sound insane and at some points down right mean. Then I heard this faint voice in the back of my mind saying wow you had almost this exact same speech for your son a few years ago. Dammit! Well . . . you live and you learn at least the next two can count on thier fingers. Anyway got off track there. I know enough to know for the most part when to ckeep my mouth shut and when I should open it. So I figure in my student teaching when I get to take over math I will just make sure I allow the use of manipulatives. Better yet maybe we can get a Dr. Shih inservice at Watson Elementary!! Hint hint nudge nudge!!

6/14/10

So we had these damn IDMS tests in my class today we did the math portion. The student I have been working with came to sit by me and he started the test. Road block number 1: the kid doesn't know how to fill in a bubble sheet. Road block 2: not a good test (at least in my opinion). Road block 3 you can read the question to him but you can't read the answer choices. Are flipping joking me???? If he needs enough help to have the questions read to him do you not think he needs the answers read as well???? URGHGHHH Super annoying! Anywho . . .I read the problem to him and he did amazing he only missed three. I'm not there during math but the teacher was completely surprised so I'm assuming this is not his normal performance.

6/9/10

I loved the centers it reminded me how horrible I am at estimation and how much I hate it. I'm sure that there is some sort of teacher code I'm breaking by saying this but I hate how much emphasis is put on estimation in math. I don't know if that's because i just don't see much point in it or I just suck at it but either way I'm not a fan. I don't feel like I use estimation. I don't know I'm not saying it should be taught but I hate it.

Math problem of the weekend:
Denis Leary+Rescue Me comedy tour= Very effing funny stuff!!!!!

6/7/10

The great thing about class today was the technology malfunction. This lead to being able to go to the class next door and rub it in how bad they have it. HAHAHAHAHA! Ok although that was good the best part was allowing us to see how excited Dr. Shih was to impart his knowledge on more education students. Because as much as he says he doesn't want to be there and I'm sure he doesn't because really who does, he looks like a 4 year old on Christmas morning. I've never seen such excitement about math. I love it. It really goes to show that if the teacher is excited about something it makes it nearly impossible for the students to not be excited. Still feeling super fortunate to have gotten the BUMP into this class! So even though we know you don't want to be here thank you Dr. Shih for not being miserable about having to do it.

6/2/10

So in the beginning of the semester I was pushed in this math class. After the first two days of class, yes before Dr. Shih was even there, I was completely annoyed that this happened. Now I'm so thankful that I got bumped. Not only have I actually learned stuff in this class but I enjoy it. This is the only math related thing I can come up with today. I know I should have blogged last week that would probably have been helpful.

5/26/10

Here's the deal. . . in my last practicum I taught math almost everyday toward the end of the semester!!! It was the only subject that I was there for. This semester I am only there during writing. It would have been nice to have this class last semester so I could blog about my class and math lessons etc. So now all of my math outside of class relates to my son who will also be done with school on Wednesday. So for now I will rant about my experience with him this year. I will just say his teacher is a perfect example of how teachers ruin math for students. This year my son has excelled on following step by step directions to get to the answer of the problem. If you put it in any kind of context or word problem he's lost because there are no addition signs in a word problem. This is really probably the ultimate frustration as a parent with homework. He gets to the word problems and tries but really doesn't get it if a lot of the time. You say didn't you do this in school today and he says no. Well what did you do in school today? He writes out a math problem. The same kind of problem the word problem is trying to get him to do but there's no connection because they didn't go over word problems in class. GRRRRRR! It is very hard to convince a child that they can do good in math after they have reached a certain level of frustration.