Reflection+-+Math+Methods

**Lessons**
>>> Students will respect you when you take the time to create interesting and motivating lessons AND when you treat them >>> with respect - Caring, gentle, supportive, fun - these characteristics will earn you respect. (Robin)
 * **Day 1 - Introduction & Classroom Management**
 * //What sort of Bell work appeals to you and why?//
 * I've only had a bit of experience so far with Bell work, but I enjoy brainteasers. I've just always enjoyed brainteasers since they make you think outside the box of normal solutions. I would imagine that this type of Bell work would also accomplish the goal of transitioning the students into a state that is more conducive to learning (than say Bell work that includes getting up into groups, and such).
 * //What strategy will you use to get the attention of the class? Why? Will you have difficulty in this area?//
 * I really like the idea of standing up at the front of the class in silence and waiting for the class to stop talking. I think this is a huge sign of mutual respect, and once the class gets into the habit of this method, it will be the easiest and most efficient way to regain focus on the lesson. Of course this might backfire.... I don't want to be standing in silence before the class for anymore than like 40 seconds. I also like the idea of "If you can hear me, repeat my clap". I think I would do interesting rhythms after each clap since I like to think I'm a musical person. I foresee having difficulty in this area, as any new teacher would. I don't really know, though, until I get in the classroom!
 * //What do you fear most about classroom management?//
 * I think I fear a lack of respect the most. For me I feel that this is at the root of all management problems. If this happened, I have no idea how I would resolve it... apart from trying to start over from day one.
 * //You may want to list questions you have?//
 * I'm sure I'll think of some. :)
 * **Day 2 - Motivation & Minds On**
 * //What are your thoughts about the use of rewards and punishments in class?//
 * I've posted some preliminary thoughts [|here], on your reflection blog. I'll add more here (and make it more coherent) in a bit.
 * //How would you feel about letting student contribute the creation of class rules at the beginning of the year?//
 * During Tribes, I thought about this exact scenario. I think that it would be beneficial, for sure! At the very least, your students would feel more included into your classroom, and perhaps take ownership for the rules they, in fact, created. One worry would be having robust enough rules, to maintain a base amount of order and structure in the classroom though.
 * //Do you think competition is a good way to motivate your students?//
 * I think it really depends on how you approach it. Some students really thrive off competition. For instance, when I climb (I'm a [|boulderer]) part of my drive is to improve my skill as a climber... in essence a type of self-competition. I think it's a really dangerous tactic, though. It's easy to envision a classroom out of control due to competitive behaviour... in fact I'm sure most of us experienced this in academia during undergrad (or at least I did in Honours Physics).
 * //How important is it to make math relevant to your students?//
 * I don't think I can think of a more important thing to do. Why would anyone care about anything if it wasn't in some way relevant to them?
 * **Day 3 - Punishments and Rewards**
 * // Should punishment be used in the classroom? Defend your answer? //
 * Punishment is at best, a short term solution. With very few exceptions, I don't think I will use punishment in the classroom. For one, it really is a lazy way to control a classroom. It really doesn't do anything for the students, but is rather for the teacher's benefit. Do we want the students to learn important life skills in how to be respectful towards one another (i.e. how to actively listen to someone when they are talking), or do we want to get the message across that when you want someone to do something, you should threaten them with punishment? There are scenarios where punishment might be a necessary short term solution, for instance if another student's safety is in immediate danger.
 * // What will you do when a math concept like "order of operations" is really no that important to learn? How will you sell this topic to students? //
 * This is a tough question. How are you supposed to get the students to buy into something which you personally know is arbitrary? Perhaps one way to approach it would be to have the students try doing some sample questions without order of operations. Better yet, let them make up their own rules for multiplication, division, subtraction, etc...! When they are given the same numbers and operations, but all end up with different results, they might get a sense of why an order of operations is needed! Then you could just say that this is the mathematically agreed upon order, so that everyone is consistent (or something to that effect). I actually think this might work for something as boring as order of operations!
 * **Day 4 - Teaching Strategies: Constructive**
 * // What strategies work for you? Why? //
 * I liked Fermi problems in general, they get at the heart of problem solving. No plug and chug here! Students have to determine what they need to know, and what they have to find out... and then solve it! The only thing I might add to Fermi problems is a justified hypothesis, so that it leaks over to the scientific method too! It's too bad we didn't get to the Math & Drama, I think I really would have enjoyed that. I've been thinking of physical ways to incorporate curriculum in Physics too. I think kids are generally bored with sitting at a desk and fake listening to a lecture (and who wouldn't!). So I'll have to check out this [|link].
 * // Which strategy would you hesitate to use? Why? //
 * I'm not sure how well the story worked. It kinda seems like it'd be for younger students. I'd have to try it out though. It would definitely be an activity to mix things up, if I'm getting too stagnant! It felt somewhat silly in class, but maybe that's because of the material being covered, or maybe it's because we just don't normally associate the two. Anyways, I'll ahve to test it out myself, and see how it goes!
 * **Day 5 - Teaching Strategies: Manipulative Tools**
 * // Would you use manipulatives? Why or why not? Which ones do you like? //
 * I'm not sure you could teach Math effectively without manipulatives! Apart from the Geoboards, I think all the manipulatives used today would be great tools for students to learn. The pattern blocks especially. I'm not sure what it is about them, perhaps they remind me of blocks I used to play with as a kid, but they're always so enjoyable to play / learn with! I sense that a lot of other people feel the same way, and we're a lot older! The great part of manipulatives is that you can touch them, and handle them. You can create things with some of them, and students can't be wrong creating their own thing. I even thought the Geoboards got across the ideas of perimeter and area pretty decently... they're just clunky. I'm pretty sure I had some boring experiences in grade school with Geoboards, perhaps that's why I don't like them.
 * **Day 6 - Teaching Strategies: Technology (Part 1)**
 * // How do you think technology should be used when you teach? //
 * I'm all for using technology when I teach. Kids are at home, nowadays, in a digital setting. The chalkboard is a thing of the past. Put the students at home, then deliver curriculum... I don't think I'm going to get anywhere if the students are bored. As long as I can incorporate curriculum into the technology I'm going to use, I'm all for it! It should be used to excite the students, and do things that a normal lecture can't. For instance, I thought that (some of) the Geometers Sketchpads were awesome. I would probably let the students play with them for a while, since there's good curriculum in them. Clickers are a must too. An easy way to get the class going, or do a quick assessment. PollEverywhere is a good tool, but it would need the right technological environment to work.
 * **Day 7 - Teaching Strategies: Technology (Part 2)**
 * // Most effective tool? Least effective tool? //
 * I absolutely loved [|Khan Academy], I would definitely incorporate their lessons into mine, and redirect students there if they wanted another perspective. I also think Blogs, Wikis, and PiratePad are tools that can be used effectively. All of these require base-level technology setup for the classroom, though. I'll have to think of ways around that for my 3 week placement, as there's very little tech available there. Perhaps home activities of contributing to a blog... I wonder if anyone's thought of that... :P
 * I really didn't like the first vid we watched. I can see how they would be useful to have, but the presentation of that problem was so boring. I can't imagine students sitting there and watching that. They'd probably be on another tab checking on Facebook, or something. I really think you have to make the video engaging if you want the students to stay focused on it.