Teaching Math, "EEEEeeekk!"

Over the past few weeks, watching the posts of my classmates on Facebook about there placement has been annoying since I myself am jealous that I have not had the same opportunity at in-class experience.

The only bastion of joy has been when I see one of them has been asked to teach math and they are terrified. It's terrible, and perhaps means I am cruel, but I am glad it is them and not me in those cases.

My major in university was social-cultural anthropology. I graduated in 2003, so I am a bit rusty on the finer points, but I could teach a comprehensive class for sure. J/I students don't study anthropology though (unfortunately), so history is my next best forte. English, art, and health and P.E., while not subjects I am versed in, or even subjects I particularly enjoyed in school, are subjects I think I know enough about to teach effectively. Bring them on in my second placement, no sweat!

Science and math are where I fall apart. I only finished the general level of either, both only until grade 10. It was not for a lack of trying: I simply did not grasp the basics to proceed. I avoided all related classes from there on.

I remember a particularly humiliating moment when my inability was revealed. I was in fourth year and had room for an elective. I chose environmental science, a first year course, out of interest. I obviously had not considered what would be required and soon found myself in tutorial sessions desperate for help to pass the class. The teaching assistant, in one such session told me to divide something and I had no calculator. "Just do it long division," she said, puzzled at my look of bafflement. All eyes were on me. "I don't know how," was all I could say. Oh, the horror, the gasps... "You don't know how!?" in the same tone as one might ask, "You eat your own feces?" Thankfully she recovered quickly after seeing the tears in my eyes and kindly took me on as her personal project. I ended up with a 79% in the class. I am so proud of that, still. But I still cannot do long division.

How can I possibly teach math with so little understanding of the subject? How can I instill the basics when i myself do not have them? I do not know.

In anticipation, I have been practicing my basic math skills, and all the while hoping that I will not be the jerk next placement up all night, terrified about the grade 3 math lesson I have to teach the next morning.

Class, Chinese Style

As I mentioned is the previous 2 posts, there are about 20 teacher candidates from South West University (SWU) visiting the University of Windsor right now. As a part of the Reciprocal Learning Program between our universities, during 3rd year, they visit Windsor from September to December and the following May we go to Chongqing to visit for one month. 

I lived in South Korea for many years, and was lucky enough to go to China several times. I really loved it! I found something new that I liked every time I visited and welcome the chance to return and explore a region I didn't make it to on any of my previous trips.

When we have had time together I have spoken to a few of the visiting students, but mainly Longhen and Huang, who I have the most classes with. We have spoken a lot about education, of course, and I will share a bit of those conversations with you!

Currently at South West in the teaching program there are 10,000 teacher candidates. And we think  hiring competition in Ontario is fierce?? This is not unusual for such a big university as SWU, apparently. Before reaching university, competition is fierce. The average class in kindergarten is 60-70 and in elementary 30-40. When I heard 60-70, I wondered aloud how the teacher can cope and asked Huang, who was telling me this, if he was sick in his head for wanting to subject himself to that. Another Chinese girl commented, "That's just China!" 

Huang went on, explaining that the layout of the class is not like here; rows are standard for class arrangement and the students are dealt with in much more of a "jug and mug" manner. Teacher's assume much more of an authoritative stance and students just acquiesce. But, I don't think he was accurately describing the student response to those types of teaching strategies. 




Throughout my teaching experience in Korea, and with all the shared experience of my expat friends in other Asian classrooms, the traditional, teacher centered model of instruction was indeed prevalent. However, a factor bringing about change is language education and the students'reaction to it. 

To learn a language effectively, you have to practice it, you have to speak, and 30-40 kids speaking means noise! To get them to make that lovely noise, instruction has to be student centered - and there is the switch. 

    

Jack Miner Migratory Bird Sanctuary Pt. 1

For my first practicum I have been placed at Jack Miner Bird Sanctuary, down the road from Jack Miner Elementary School, in Kingsville. Because of the work-to-rule actions being taken by the public school board teachers, I had anticipated that perhaps and alternative placement would be possible, but I could never have imagined this. We are told our subject of focus through this placement is Curriculum Development, so myself and 7 other candidates, all but two also in J/I, have run with it and tried to make the best of a ducking miserable situation.

I know curriculum is an important part of teaching, but what can I possibly be expected to learn about it without instruction, simply by being told, "Go develop a curriculum"? Surprisingly, there are a few things I have learned.

Of most importance, I have learned people do not listen. As a teacher I know, repetition and checking are necessary as kids' minds indubitably wander, but adults are no better! The frequency with which my associate teacher has instructed us on what he wants only to then hear one of my co-teachers ask a question about a subject already explicitly covered has really stumped me. People do not listen. Add cell phones and laptops to the mix and its a shambles.

This has meant that when we have work to complete as a team, we have all surely heard only our versions of what is expected. Disagreements ensue at best and at worst work has to be completely redone and time is wasted all because we have not heard the same things.  It has been an extremely trying endeavor.

When faced with this again three key points I will remember:

1. Do not relay information or make requests of peers (or students) when you do not have their undivided attention.

2. Check that they have understood once you have instructed on something by asking them to paraphrase what you have said.

3. Do not assume that people have the same standards of courtesy to listen when someone is speaking as you may have. Assume they don't, in fact.

Jack Miner Migratory Bird Sanctuary Pt.2

Group work is not my forte but it is necessary part of the B.Ed program here at Windsor. I have about 4 groups in my regular classes, which is trying but manageable since we are all in the same section and on the same schedule. Before now I have been managing fine.

Out here at Jack Miner's though, it is a different flock of geese altogether. There are 8 of us, from three different sections. Also, I was placed with my husband, Niall. It has been our policy that we try and avoid working together so that we can retain some individual space, but alas birds of a feather... get placed together at the damn bird sanctuary, of all places!

What will I take from this experience of a large, unfamiliar group, and a pairing with someone too familiar?

First, small groups are better for larger tasks. Reaching a consensus among a group of eight who are each angling for a preening spot in the sun is an unnecessary headache. Smaller groups are more manageable as fewer egos are up for bruising.

Secondly, choose your group wisely (if you have a choice at all). Jumping in too soon with a group of friends can put strain on relationships when opinions and egos clash. If you and a friend both always need to have your way, maybe a less dominant partner is a better fit.

Who would've thought I would have learned something about classroom management at a bird sanctuary... maybe the faculty actually does know what it is doing??