Culture and Community

I had my first education class yesterday, CPI211I: Culture and Community. I thought you'd like to hear about it.

Let's begin the story by explaining that my university has two campuses, 8 miles apart. I think they began as separate colleges that merged at some point. I typically attend classes here in Portland, which is within walking distance from my apartment. But the EDU department is on the other campus in Gorham, ME. Being the eco-friendly fellow that I am, I decided to take the bus that the university offers between campuses, especially since I help fund that bus as part of my student fees.

I hopped on the bus along with 40-50 other people. Every seat was filled and the aisle jammed full of late arrivals. The subsequent 8 mile ride set the tone for the rest of the day. It took 40 minutes to make the trip, which was compounded by the miserably sweltering heat. As I felt my internal temp rising far above comfort level, I read with eyes squinting away the sting of sweat pouring down my forehead, a sign that proclaimed the bus a WiFi Zone. You see, at USM, we have the technology to allow students to receive wireless internet while rolling down the highway at 60mph, but lack that required to build a bus with functioning windows.

I arrived with minutes to spare at took one of the remaining seats in the classroom, which regrettably, was just barely cooler than the bus. It is not hyperbole to say that knowing how that class went, I would have preferred to remain on the bus for that 3 hours.

Almost immediately, we were asked to leave our seats and form a mosh pit in the center of the room. We would spend the next 2 hours performing various getting-to-know-you tasks, beginning with the "human atom." We were asked to move about the room as though orbiting a fictional atomic nucleus. At random intervals, a call to "freeze" was given and further instruction given. At each stopping point we were to grab a new partner and perform a task. The first time, we were to join elbows with someone and introduce ourselves. Next time, it was the knees. The next time, we were to invent a three-part secret handshake. Next, find a common letter between your names and think of three ways to form that letter with your body.

It went on, and on, and on.

At the end, we formed a "truth circle," where we commented on how we felt. People stepped forward to proclaim how relaxed they were and how great it was not to be confined to desks. I stepped up and announced that I was far more tense than I had been before we started.

First impressions are important, and my impression of this class is that it is a complete waste of my time and money. It isn't that I don't get the point of these exercises. In fact, I may have been the only one in the classroom that did. The point was to make connections. Before we can teach someone or learn from someone, we must first establish a connection. That connection will be based on mutual experience or memory or goals or history or whatever. That kernel will provide the foundation for the relationship that will allow for learning to occur. Many of those relationships form a community. This kernel need not be some huge thing; it only has to be real.

Nothing about these artificial activities serve that purpose.

So Far, So Good

Just got back from a 2 mile run. I know that isn't much, but I hate running and I haven't moved that fast in a long time. Anyway, I thought I'd blog a bit to celebrate.

As I mentioned, I have my first two education classes this semester. I've read both of the textbooks already (insert nerd joke here) and I think I'm really going to like one, and really hate the second. The first is all about how to better integrate the knowledge coming out of laboratories with the day to day functions of the classroom. It discusses recent breakthroughs in neural networks, epigenetic theory, and a host of other interesting fields that may one day be useful to teachers. Hopefully, that day will come sooner than we think.

That book is entitled How People Learn.

The second class is more touchy-feely. It seems to be about how cultural differences embedded in society affect the achievement of students in the classroom. I certainly understand how this knowledge will prove useful to me as an educator, but based on the textbook, the class seems to go far beyond that. There is definitely a subtext of massaging and molding the culture via education to curb some larger social ills, and I don't think that is the primary job of schools.

But we shall see. Perhaps my opinions will change throughout the semester. For now, I have to pack my lunch in my A-Team lunchbox and head off to campus.

Promises, Promises

Look, I know you have no reason to trust me. I've made promises like this before. I'll do better, I say. I'll write more often, I swear. And for a while, I do. It's just like old times. We talk, we laugh. It's like when we first met. But eventually, things change and I'm back to my unreliable ways.

No more, I say. It's a new semester and the buck stops here. I have two education classes and I expect much debate, discussion, and reason for intellectual reflection. I vow to share every thought, every argument, every tiny detail with you.

And I'm going to start jogging as well.

Unequal Pay

It seems that many school districts are having a hard time attracting qualified math teachers. Gee, I wonder why that is? Could it be that those potential educators are having a hard time turning down the six figure salaries that Google or AT&T are offering them? I seriously doubt there's nearly that kind of disparity between professional historians and social studies teachers.

I can't even count the number of times I have advocated raising teachers salaries. All teachers need to be paid more for what they do, but we ought to bear in mind the realities of the situation. Marquee players bring in a larger chunk of revenue and so they get paid a larger salary. Well in the world of education, STEM grads are the marquee players. I'm not saying this is fair; I'm saying "fair" is irrelevant. If the goal is to better educate young people, then those kids deserve to get the best teacher money can buy.

In the case of math teachers, that price may just have to be a bit higher.

Word Problems

This is what word problems sound like to mathphobes.

See more funny videos at CollegeHumor

Exceptions and Higher Standards

I'm not quite sure how I feel about this. An art teacher in Florida is in danger of losing his certification because he cannot pass the minimum general skills requirements due to diagnosed discalcula. His argument is that he doesn't see what math skills have to do with art.

I guess it depends on your perspective. I certainly feel bad for him, but truly, all things being equal, wouldn't you rather have an art teacher who is good at math? I know I would.

Classroom Etiquette

I have heard it said that there are no stupid questions, and while this may be true, I think it deserves some clarification. A well crafted question designed to invoke a particular response can never be stupid, and nor can the person asking it. The very fact that the question was raised implies that the student has identified a specific gap in knowledge and wishes that hole to be filled. A stupid person doesn't even know what they don't know. Even broad questions like "Can you explain that again?" or implied questions like "I don't understand" can be helpful in determining where the explanation ought to begin. As a teacher, I will strive to maintain patience, addressing all questions no matter how outlandish or repetitive.

However...

There are certainly inappropriate questions. I believe that students ought to keep the following things in mind when asking a question in class.

1. Determine how specific your question needs to be. If you know the specific point that you need explained, feel free to cut to the chase. If you are completely baffled, just say so.

2. Remember that in most cases, you are not the only person in the class. If you feel that you are monopolizing the teachers class time, perhaps you should seek help outside of the regularly scheduled class.

3. Attempt to gauge your needs against those of your peers. If you feel that others are likely to have similar queries, then the question will benefit the whole class. If your are the only one who is confused, save the question for another time.

4. If you know for a fact that the question has been asked before, it should probably be held until after class.

5. Remember that good teachers have a prepared lesson plan that includes not only topics to be presented but the order in which they are to be presented. Do not ask questions about a topic that has not yet been covered. This disrupts the flow of the lesson and can negatively affect the ability of your peers to learn.


Most importantly.

6. Remember when I said there were no stupid questions? Well I lied. There are. There are really, really stupid questions. You should desperately fear being the person who mistakenly asks one of these questions. Before you even think of raising your hand or uttering a single syllable, ask yourself what your classmates will think of you. Will they be grateful that you share their confusion and that you have bravely stuck your neck out to obtain clarification? Or will they scoff, roll their eyes, or berate you.

These simple guidelines ought to ensure that your questions improve the overall quality of the class, rather than detracting from it. Teachers desperately want participation, but there comes a point when enough is enough. And as a student, you ought to know where that point is.