I was at work yesterday. I was observing a geometry summer session class and it was apparent the students did not enjoy the subject, but also the teacher was implementing the "wonderful" technique of absolute knowledge. The teacher started dictating definitions and after she did the problems on the board while the students wrote down all the answers. after the reading from Bushnell I'm thinking about different ways to present math to students that would be more interesting for them. I've never been a fan of accepting thing the way they are just because someone told me so, and by the look of it neither where those students.
I remember reading Plato's Meno in my philosophy class. If you haven't read it, Meno is where the Socratic method is explained and defended. So I asked myself if this method would work? would asking questions to the students, whether they are "loaded" or unloaded the best way to have them engage in the class room? I believe it works to a certain extent, but at the same time students always ask "why do I need to know this?" so should I focus more to try to appeal to their daily life and usefulness of a subject like geometry? I believe they should learn through a balance of both.
I remember my geometry teacher would take his time with the definitions, he would see if anyone already know what they meant and try to help us figure it out instead of just blabbing on for an hour. One of the major things about geometry is that you develop a more rational approach to certain problems, either written or diagrams you must analyze and use what you know to and only what you know to reach the answer, especially in proofs. And I believe it is possible for anyone to develop them as long as it is taught correctly and with enough motivation it should be a success.
I'll let you know when I speak with the teacher next time, I'll also let you know if I get fired.
But please in the mean time, how would you like to teach a small classroom? what kind of games/activities would you bring to class for the students. It doesn't have to be math related, but it better be fun!
I thought you wrote a very strong argument that all children can learn when you stated, ”The only think I hold is that anyone can learn anything as long as it is taught the right way for that person.” Our job is to find the right way to teach for all students. Hopefully, we have the strategies and the determination to keep working for that end.
ReplyDeleteI agree with you that everyone should do their best work in a group project, unfortunately I have taken a few courses where a group member did not share our work ethic.
I do not have many memories from High School Geometry other than the fact it was a total nightmare. I hated geometry with a burning passion. My brain, for whatever reason, is not wired to think that way.
ReplyDeleteHowever, as i read your post and compared my experience to the article read about absolute knowledge, I find myself wondering if perhaps my experience would have been different if my teacher had implemented methods that was not considered "Absolute Knowledge" by the Bushnell article. I wonder if my confidence in this subject matter would be entirely different had my teacher been more like yours.
I find these struggles in school to be just as beneficial as the triumphs. We remember our heroic teachers for their positive impact (like you mentioned in your other post), but it is important to learn from the negative experiences as well. Sometimes, knowing what NOT to do is as important as know what TO do.
Thank you for this post. Although I still have 0 desire to write a proof, read a proof, or talk about them any further, your post made me re-think a negative experience of mine.
PS. We must talk about BAD TEACHER -- I want to see it so bad!! :)
Francisco, sounds like it is frustrating while you observe the class. Definitions are always tedious because sometimes the teacher just wants to present the concepts first. However, perhaps the students could be responsible for teaching the definitions to each other. When kids teach something, they learn it in a different way that usually sticks and they get fun and creative. Playing Jeopardy would be a great way to culminate the definitions. The smart board has a template ready to use.
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