I teach both middle school "technology" (think shop class mixed with Computer Science) and I later teach the same students in geometry and calculus in high school. This means when I first work with students there are no grades, just an opportunity to be creative and learn how to use tools and programming to make things.
This creates an amazing foundation for our work in academics later.
I wonder if it could be a model for improving math education we could expand?
@futurebird I worked at a private international school doing a similar curriculum, but not long enough to get to see the younger kids come through to my calc/ physics classes.
Now I do IB, and I have lots of good to say about it when speaking about THE STUDENTS IT WORKS FOR
and not as much good to say for those it doesn't work for.
Obviously, school just isn't for making educated/ capable/ thinking/ empathetic individuals, and as educators we have to secretly do that part on the side.
What doesn't work as well for students?
@cpkimber @futurebird grades, tests, and pressure didn't work well for me, I did well in tests up until my mid teens when actual study was necessary instead of just "read everything because you're bored", then I started underperforming.
What did work was a completely off hand comment by a teacher, intending to make sure I didn't piss off new classmates by being too cocky, saying something to the effect of "there's a lot of smart people in that room, don't go in there and act like you're the bee's knees"
It's odd what motivates people!
It is odd, and if I stay a teacher for much longer, I will spend a good portion of that time figuring out how to motivate different learners.
My strategy the past few years is to just deliver the syllabus, give them enough practice and feedback, but actually try to get them to like it. If I can get them to like math, then teaching and the grades are all secondary.
myrmepropagandist
cpkimber
Advanced Persistent Teapot