the not quite conculsion

Hoorah!! Marks are in, comments are finished, and it's officially the start of second semester.

Even though they had already negotiated their marks prior to the final, no one in my gr 10 class blew out their final. In fact, only one student was out by over 10% which if compared to a regular classroom and final exam marks almost never happens. I'm not sure if this is because they prepared well knowing they needed to support their chosen mark or if they spent more time during the semester learning concepts so the final seemed easier. Right now I'm so burnt out I'm not sure I care, mostly I'm just relieved this experiment didn't turn into a disaster at the last minute.

Unfortunately this process really highlights the many flaws in my assessment and evaluation practices. Not to mention the very way most of my lessons are constructed and the activities that support. It's big work, overwhelming work, and the frustrating part is "doing little things" as everyone suggests is hard. Doing it all is impossible. So I guess the little things will have to do for now.

the interviews

It's finally the time where I had to sit down and negotiate a mark with my gr 10 students. The whole idea made me nervous as who knew what they would say. Would they have greatly overinflated perceptions of their abilities? Would they not take it seriously and just randomly pick a number hoping I would do the "hard part" for them?

I'm about halfway done, and neither of the issues have come up. What have come up are different issues, ones that simultaneously make me feel terrible about the whole process and reassure me that though there are a whole lot of changes that need to be made, this is a step in the right direction.

It had been my observation that marks often get in the way of students really focusing on what they did or didn't know. The number was all they would look at when I gave them back a test or assignment. This semester, my gr 10s had a lot more conversations about what they knew, and what they were still working on. In a class of 33, a very minimal number or students shirked the task of "doing more" when they didn't fully understand a concept, the vast majority of students were quite proactive about redoing questions, getting help, and redoing evaluations. I don't think any of these students are functioning at a level where they would not be successful with traditional evaluations. Anticipating this from the beginning, it never occurred to me just how terrible I would feel asking them to numerically quantify a learning process. Especially when I think about how incompetent I felt helping them along.

I have one student who has not been able to give herself a mark. When we first sat down, I could tell she was very uncomfortable, so we talked a little and she eventually told me "I'm an 80-85 student." A large part of her identity is wrapped up somewhere between those 2 numbers. Anything less than an 80 is cause for a mini-identity crisis and she has no real desire to try to push herself. A 90 is nice, but elusive and almost magical. When I tried to get her to look at her portfolio to talk about what she had been able to show mastery of, she was absolutely lost - not even able to identify what were concepts we spent more time on as a starting point.

Another student's performance was all over the place, but he's had many difficulties with exams - making evaluating his performance more difficult since there are discrepancies between what he does during class time, and what he does on exams. He did a whole lot of extra work at home, and I honestly believe he understands more than he has shown. That considered, I'm not sure he can produce work to quite the level he imagines - yet. He too has a large part of his identity wrapped up in these numbers, and having to assign a number based on performance this early, relative to his learning seems like it will cause more harm than create motivation.

Many teachers, parents and students will argue that grades are necessary and difficult as it may be to believe, I used to be a student who would fight for every last percent and always wanted to know the class average. Once you start looking at the alternatives however, it seems the numbers really fall short of communicating much of anything.

interviews

This year's parent-teacher interviews were border line fun.  It's my third year at my school, and for many families their second child through my math classroom.  For the most part they come to check in, and just to visit. However, these families have also been watching from the sidelines as I've gone through some pretty significant growth as a teacher.

The only thing I was a little apprehensive about this go round was explaining to all my gr 10 parents how and why I was planning on implementing a no marks classroom.  It was a much easier sell than anticipated.  In fact, almost all of the parents seemed to have no issue whatsoever with the idea.  There was one parent who really reassured me that this is the right thing to be doing.

"So what you're saying is that your class is going to be about learning instead of about marks?"

Exactly sir.  Exactly. 

gulp

So I just took the plunge and decided to run an almost entirely markless math class.  The kids seem into it (shhhh, don't tell them it's more work for them in the long run...) so we'll see how it goes.  It will also be a little bit of work for me to make sure I am keeping up to date in holding kids accountable (not a real strong point for me) so I guess we'll all be working.  Wish me luck!

annoying, sir you are it

Yes I'm aware I still have a Chicago post to finish up.  I'm bored with myself.  Sorry.

At the end of the school year a Math conference was offered (for free!) to our division.  I do love the free, and it was going to be facilitated by Florence Glanfield who I have never worked with and is a big guru around these parts.

Drawing closer to conference date I was growing more and more skeptical of my decision.  There was no information about the actual plan except the title "Coming to Know...  Mathematics" and my gut was telling me it was going to be 95% elementary teachers.  Not that I have anything against elementary math teachers, we just typically have different concerns and issues.  Finally, the day before the conference, they posted an agenda - it did not reassure me that this was going to be two awesome days, totally worth giving up precious deck time to.

Whatever.  I got up this morning and was determined to be positive about it.  I was pretty sure I would learn something, even though it might not be as action packed as I have grown accustom to over my last year of absolutely stellar PD.  They were providing early coffee and lunch on both days so if I needed to bail Friday afternoon so what?

I arrived and had my initial concerns somewhat validated - the secondary crew was very petite.  And "the plan" evolved very slowly as our two facilitators appeared to get caught up in vocalizing their own ideas for just over an hour before moving to engage the rest of us.  However, aside for that, I had the good fortune to sit next to a man who was clearly much more  unimpressed than I.  Not only was he unimpressed, he thought the simple commonality of our shared grade level would make us allies in complaint all day long.

After today, I have serious concerns about the future of Math in Regina.  This man could not be appeased!  We had excellent dialogue as grade group specialists all day (on and off topic) and he was just so focused on what he would not do - which was almost everything.  For some reason, he kept trying to draw me into his little world of hate, even after I said I was likely one of those "touchy feely math people" (that he really doesn't like, damn huggy elementary teachers!), said I was very against old evaluation practices, and thought I'd made it very clear that you would use more than just a traditional pencil and paper approach in my room.

I would have been slightly more sympathetic to this man and his hatred of all things not drill related had he simply been an old math teacher.  Old habits are hard to break, change is difficult, these new questions have no real "comprehension" as of yet - math teachers are still really questioning how to marry this new trend to really encourage deeper understanding with being able to do.  I think elementary teachers, little credit we give them, are far more comfortable in this regard, even if it is because their curriculum is less complex and their standards slightly more flexible.  This man, however, isn't an old close to retirement senior math teacher pining away for the good old days when kids would memorize their trig identities and regurgitate math algorithms.  This man, is the math consultant for the entire Catholic School Board.  Someone promoted him into a position where he is supposed to support teachers in getting kids to love math and he is rolling his eyes at the back of the room at the very notion that we should share our ideas on a piece of large paper with everyone else.  He is trying to sabotage professional dialogue because it feels a little too touchy feely for his liking, a little too fluffy.  

I hope he chooses not to come tomorrow.

les nerves

I piloted a new math program at my school this year. We took the regular Math 10 and 20 classes and stretched them out over three semesters (instead of the usual two). It's nothing revolutionary, and is actually happening all over both systems here in different shapes and forms. However, we really tried to go the extra mile and approach learning math from all different angles, instead of just giving the kids more time to continue to not understand things. This class has certainly had it's high and it's low points, but all in all it has been just an awesome experience watching struggling learners have success at something they totally hate.

That in itself was something of an accomplishment. And no, of course they didn't all succeed all of the time. But, attitudes have changed, work habits have improved, and every student has received good marks on different units. (yay us!)

Now, back to reality. We have to wind up the Math 10 course. We have to have a final. There is nothing more scary to these kids then a final exam. It's one last chance to mess everything up. So we've broken it up, used all sorts of memory recall aids, spent lots of time coaching them on how to get through it as best they possibly can. I'm still feeling very nervous for them. I want them to do well, and I know they can do well, but getting past this whole "I can't remember ANYTHING!" mentality has been all but impossible.

I think we will all be pretty happy come Tuesday and the start of Math 20...

mathletes

Last weekend I was lucky enough to chaperone a group of students down to Regina for the SK Math Challenge. What Saturday don't I want to get up at 4h45 to ride on a yellow school bus for 2.5 hours on an icy highway? Oh wait... all of them. Nothing says comfort like having your knees up around your neck and very little heat. The wheel well I sat overtop of turned out to be a blessing in disguise as it kept my feet off the ground, and apparently at least 5 degrees warmer than everyone else's feet.

When we finally arrived in Regina I was very happy to realign my body and partake in the 8h30am cookie break provided for us. Cookies at 8h30? I was slowly warming up to these math types.

After everyone was cookied and juiced, it was time to get things started. A very impressive number of 242 students from gr 8-10 were present (technically we snuck some grade 7s in...) The students wrote 3 rounds - one individual, two group. While they were all writing their individual rounds, I met some math types and helped out with door prizes, supervision, etc.

During the two group rounds, I supervised a room with 3 different groups of students. One from my school, one from a Regina highschool, and one from a small town. Before coming, I had been told our students were out to win. Not having much prior involvement with the students or this particular math competition, I really wasn't aware of just how serious they were. Watching our students compete was something in itself. They had a game plan and strategy that had obviously been practiced. They divided and attacked the first round and seemed to compile their answers as some kind of technicality. The second round was divided, but more group discussion took place. It is fantastic and hilarious to watch kids get this into math. Large arm movements and heated discussion was going on at all 3 tables. I felt bad, because one (presumably grade 9) boy from the Regina school kept coming to ask me questions, but as he would walk towards me he would have the most intense look of concentration on his face, that it was hard not to laugh. I hope he also does drama. Seriously. The third group was there for fun and may or may not have gotten one of the second round questions correct but they were still very entertaining.

While the kids were writing away, I got to visit with another teacher from a small town close to the border who's name I've already forgotten. She was shocked to see how into it my students were, and it is pretty amazing that somehow a reverse sort of peer pressure has built up around the math contests and math club. Someone must be doing something right if you're a "loser" if you miss math club.

The least pleasant part of the day? Lunch. It was loud, the kids were all riled up, and an idiot designed the setup. Everyone got into a large line that did a bit of a Disney wind to first get their drink. So far so good. Then, the drink line branched off into 2 different lines for pizza acquisition. Also good. However, instead of getting a plate and then pizza, you were supposed to walk past the pizza to the far end of the table for you plate and then back around in a circular pattern. Who thought of this? Instead of 4 lines, there were two very chaotic circles. And only one girl bringing out new pizza. Have these people never seen 14 year old boys eat? The pizza girl never had a chance. I was very happy NSFG and Mr. T showed up to have lunch with me. We had a nice, albeit quick, visit while the students were receiving a tour of the University.

Back for award time. Wow. Our students took home pretty much everything. 7 of the top ten grade 9s, 6 of the top 10 grade 10s, and all but one team award. The grade 7s and 8s from our feeder school also cleaned up and only 1 of their students went home without a certificate. I even won the good door prize - $75 to spend on NCTM stuff. Whoot!

On a bit of a math (and sugar) high, the bus ride home was a little on the painful side. Ok, by the time we hit Hanley, very on the painful side. I'm certainly looking forward to next year when it's in Saskatoon and I can just witness the math parts!