How we teach matters

So I am still on my thought that my job is teach them all, versus just the students who play school.  But I had a couple comments about how hard those students are -- and I agree.  It can be a frustrating bunch of students (and all we can do is be optimistic and make each day new).  But I will tell you they don't want to fail, they want to succeed if there were a way in their mind, so my job is to make a path for their acquisition of problem solving abilities so they can become part of our world. 

That last part is important - does a student going to tech school, the armed forces, or the workplace really need matrices and complex numbers -- no.  Does a student not studying STEM even need that?  Again I think - no.  They need  the ability to pass basic algebra and math - that is why in my district I still split Algebra 1 into two years (1A and 1B) - while many of my comrades have removed 1A and 1B and try to get all students thru Algebra 2 in High School.  I simply try and make sure they can handle the math of the world and can think about math.   Many schools not only require Algebra 2 but they load Algebra 2 with high level math, does a student at technical school need to graph hyperbolas or be able to multiple large matrices -- again my answer is no.

They need to be able to graph lines, understand how to solve linear relationships, how to understand interest (the exponential nature) and they need to have practiced persistence.  I was engineer and never did hyperbolas -- did I use idea of symmetry, the idea of input/output - you bet, but that would be pre-calculus (again pre meaning needed for calculus so for STEMs).

So I approach every student with the decision that they must get knowledge.  My job is to find a way -- if grades don't matter, find a relationship and let them know they need to work for me.  And that is the key make a relationship, commit to them and then get them to commit to you.

Preparing students is my job, even those who would rather not be students

I see my job as to make sure all the students in my room get enough math to be ready for the world with respect to college and career.  Thus when a student does not want to learn, refuses to do homework, etc I do many things.  One thing is for sure, a student is not "allowed" to sit and take an F in my room.

Not to say every student passes, but I also do not let 16 year olds make life decisions such as "I don't need math." or "I don't need a dipolma."  I simply don't use grades as a motivator.  If a student is motivated by grades I don't have to worry about that student's effort. If he or she isn't, well, then we have to find what does motivate them.

This year I have a few more students who are not too interested in school than usual.  So the last thing I do is use a traditional homework/study/test class setting for those students.  Given the opportunity they would cause disruptions, try to sleep (which I don't allow either), or some other less than helpful thing and simply fail.  Again it is a young adult making a poor decision, my job is to help guide.

And since I believe what I teach is a key to their future success I make it my job to get them to do enough to learn what they need.  That means all kinds of things, students staying before and after school.  Students eating lunch with me (how cool is that - eating lunch with me - the math teacher!).  Adjusting homework so we get what we need - everyone does not have to do it the same.

Now I hear teachers say that does not prepare them for work - for the responsibility.  But school's number one job is to get them the problem solving skills, responsibility is usually something not learned at school - simply punished.  And it is funny, the worst students can often be good employees - saw it many times.  They realize the difference between a job and school and perform as required.

My job is to make school their job - forget grades - grades only prove knowledge by some instance in time, we are after them being ready for the world - that is not a grade thing.

So I keep on pushing, challenging, annoying and some of my students may dare-say harassing them to do their work - but in the end they need the skills and the diploma - and that is my job - to drag them through.