From: adri0001@student.tc.umn.edu ()
Subject: In response to Sheila King
Summary: So, let's all make that change apparent
Keywords: Education
Organization: University of Minnesota
Date: Thu, 28 Jan 1993 00:27:39 GMT

>continued to Amarit:
 
Okay, okay...I'll stop saying it's Amrit ;)
 
>That is really neat, and I'm glad that you have such a way of handling
>things that works for you. But not all teachers can be "cool". Each
>teacher has a different style that works for him or her, and that's
>OK.
 
Maybe...it depends on if the teacher is addressing the real need of the student
which is to want to be where he/she is and not want to be somewhere else,
learning about something else.
 
>I don't think that artwork thing would work for me. Besides, what do you
>do about the obscene words that occassionally appear on the desks?
 
Well, probably what most teachers don't.  I let it pass...heck, I use the
words, and in fact can find one place I used one above...I see the words in
books, on T.V., in movies...it's everywhere.  I don't think it killed anyone
to let it get written on a desk.  I'm not saving anyone by saying that it
shouldn't be there...let's be practial about things and not so anal about
following the rules...obscene words are EVERYWHERE, adult world and kid world
alike.  Go to k12.chat.senior and find some now...they're there...but I'm not
out erasing those messages, am I?  Nope...don't believe in double standards.
 
>-> Have you ever bothered to ask what the student would LIKE to do
>-> instead?
 
>Sometimes. I have let them know that if they have something else they
>really feel that they need to do, they can ask permission. But usually I
>prefer to see them work on the math, since I can go around the room and
>see if they understand the problems or not.
 
Well see, my philosophy is that you should only be instructing students that
want to learn math.  If they don't see value in it, then don't force them to
do it.  I can bet that I can get any kid interested in a subject like math,
which happens to be viewed as a pretty dismal, methodical subject.  I love
math, but I only started to love it when I saw how it applied to Physics,
computer science, and even english.  Have you ever seen a self referential
sentense? :
 
This sentense is getting mad.
 
Ever taught about infinite series and recursion?  Well, math applies here...
Yet, wait, that's english...gee, what about Escher drawings...those are always
in geometry books...but I don't ever really remember talking about escher that
much...we just looked at his drawings and said "Wow!" and moved on.  The
point I'm making is that whatever you use to get your students interested, if
there are any students that are NOT interested they should NOT be in your class
doing math because they're not going to remember it.
 
> That way, if the student is
>having any difficulty we get it ironed out before they go home, so that
>hopefully the homework assignment will go smoother. I know that the
>other classes are also important. But I can't really help them with
>their Latin, or Chemistry. So I'd rather have them work on math.
 
Then have them work on math, but have students that are interested in math
and not in Latin or in Chemistry be in your class.  That's the point...that's
the bottom line...that's my point...that's where education SHOULD BE.
 
>-> Sheila, please don't take offense to what I'm saying.
 
>Well, since you ask me not to, I will try to do that. But really, your
>messages have a tone of me being a poor misguided black sheep of a
>teacher, who scares all her students, and they hate her, and they hate
>her class and don't understand the teacher's reasons for doing
>anything.
 
You have to realize that I'm FIGHTING centuries of thought that I know to
be flawed, and no, I'm going to be nice about it.  I'm sorry if you think
I am implying you're just a misguided black sheep, but that's not what I
think.  I think you don't quite have it right, but you're not the only one
I'd apply that too.  Sure, you can take the attitude that I am being over-
bearing and treading on waters that are YOURS, but I'm here to criticise you
and those that teach like you do because it's not a method I believe works,
and I have statistical proof to back me up...lots of it...it's all out there
for those that care enough to change what has been so ingrained into our
society.  The educational system in this country is fundamentally flawed.
 
>And that just isn't the way it is in my class. And you think that your
>way is apparently the only correct way to handle a class, when it is
>not. It is a very good way, and it is a way that works for you. But it
>doesn't mean that other ways don't work too, and that you can't still
>have a different way of managing your class and ALSO have a good
>relationship with your students. I love my students. They are the
>reason I teach.
 
Then give them the education they deserve.  Don't let the system force them
into a corner that they can't get out of until they become a member of
"the adult world."  You and I both know that school really is NOTHING like
"the adult world."  I'm not saying that means we should make it more like
"the adult world," but I am saying that having the idea that school is about
the adult-in-training is flawed.
 
>-> I'm not known as a strict teacher...I'm known as a kid.
 
>Well, I could expand on mine...I'm known as a strict teacher, who's
>pretty nice, teaches a challenging course, but explains things pretty
>well.
 
My only problem is that you're explaining things to kids that DON'T WANT TO
LISTEN...sure, some of them do...address THEIR needs, but let the others be and
let them do what they really WANT to do...education would be so much more
productive that way.
 
>Sheila
>coming to you from Diamond Bar, CA (in Los Angeles County)
 
Amrit
 

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