Resource #1: the math teacher 


1)  Take notes in class.  Even if you don’t understand what the teacher is saying, write it down.  Later, go over the notes with your textbook.  If you still don’t understand, approach the teacher by showing him/her what you’ve written, while you express your concerns regarding your lack of understanding.  And respectfully ask if the teacher can explain the concept/term/whatever to you.  TEACHERS REALLLY APPRECIATE STUDENTS WHO MAKE A DILIGENT EFFORT AND WHO LISTEN AND TAKE IN-CLASS NOTES.

Do not lull yourself into a false sense of apathy by  thinking that what your teacher is saying or writing is something you already know.

 
A good “rule of thumb” is that if the information is important enough for the teacher to write on the whiteboard, smart board, blackboard, overhead projector, power point, etc. it is important. 

Do not lull yourself into a false sense of apathy by thinking that what the teacher is writing and/or saying is already in your text, so you don’t need to write it down.  Every time you use your visual, hearing, and writing skills you are literally taking that information and putting it into your brain with deeper and deeper levels of comprehension.  And the text is not always that easy to understand, either.   

If you have been fortunate enough to get a hand-out/graphic organizer made by the teacher, and he/she is explaining it in class with or without overhead projection, take notes on the hand-out by writing explanatory information in the margins and/or on the back.  Do not expect the handout to do the work for you.  It is nice to have, and your teacher has taken his/her own time outside of the scheduled teaching day to do it, but it won’t jump through your ears and into your brain.  You, the proactive achiever, can make that happen without a trip to the emergency room.

2) Ask questions when appropriate.  If your teacher has specified a time during class for questions, ask them.  Make a list of questions that you cannot always have immediately gratifed, and cross them off as you or others get the questions answered.  Always raise your hand and ask politely.  Be specific in your question; do not use terms such as “things” and “stuff”.  If you are not sure about the name of a term, try to find it in your text (if possible), and ask the teacher to clarify the term or concept. 

If you do not have time in class, or if the teacher has not called on you when you’ve had a question (despite your excellent etiquette), make arrangements during the same class to see the teacher outside of class to clarify whatever you do not understand.  (Every morning after calculus class, my professor has a “pool” of students--that sometimes includes me--standing around him, waiting for their turn to ask questions; and he does allow questions during class, as well.)


Resource #2: the textbook

3) Read/take notes on the textbook.  The same day that your teacher has covered the content in class, read the textbook and take notes on the text.  The longer you wait to cover the material your teacher has covered in class, the less comprehension you’ll have on that material, regardless of how well you did or did not understand the material when the teacher was going over it in class.  

When you read the text at home, compare the text and the notes you are taking with the notes you have from class, and combine them.  Ask yourself if it all makes sense.  Sometimes, the text is easier to understand than the teacher, and sometimes the teacher is easier to understand than the text.  Use both!  Fill-in or even rewrite any class notes with your textbook notes.  The outcome should be a cohesive set of notes on the current material that you, the student, understand and can use for reference and study.  Remember, every time you listen, read, and write, the information is further clarified and refined within your brain in ways that even the most sophisticated of scientists do not understand.


Resource #3: homework

4) Do homework after reading text and taking notes.  Although considered by some to be an archaic form of torture that somehow trickled into the 21st century, homework, like tests, can be used as a tool to increase comprehension and to assess what and how well you understand concepts. 

It is important to attack the homework after you have comprehended the text and your notes because that is when your understanding is at the highest it can be at that point in time.  When you try to get homework done without the preparation, it leads to further confusion, bad habits, and even having to redo it.  Remember, it takes an average of 7 repetitions in order for basic comprehension to take place, and an average of 27 repetitions to undo any miscomprehensions.

As you do your homework, put a small mark next to, or make a list of any homework problems that you could not do or were unsure of.  If you have time, try doing them later after a break and after reviewing your notes and/or text.  If you still cannot do them, ask your teacher for help the next day in class.  If you are still having trouble, try the problems once again when you are not tired and/or hungry.  If you are still unsure or are not getting a correct result, save them for the tutor by adding those specific problems to the list of unanswered questions that you can ask your tutor.

 
Resource #4: the tutor

5) Clarify questions/material.  From the list of questions that you have diligently been seeking assistance for during the week, ask for clarification on anything you were not able to completely understand or were not able to get answered.  The tutor can help to locate the information in your text or can bring extra materials/information that can aid in comprehension. 

Then review work with the tutor in order to achieve mastery.

Since tutoring is limited in its time, the tutor can suggest ways for you to get more out of all of your available resources. 

Keep work/hand-outs that the tutor has given to you in a separate binder.  Use those materials in combination with your textbook and notes when you are doing homework and/or studying.  These materials are more condensed and specific than your text or notes, and are updated and refined on a regular basis to facilitate deeper comprehension and expedience in doing homework/study.  Whenever appropriate, make copies and file any helpful graphic organizers/hand-outs into your math binder that you use for school.  In this way, materials are integrated for optimal comprehension and achievement.

This entry is intended to help students and their parents when working with the "Organized Teacher" archetype, and goes with my last three blog entries, including "10 Teacher Archetypes" and "Strategies for Working with the 'Old School' Teacher".   I hope this is helpful, and would love to hear your feedback.  I've also reposted a summary of the Organized Teacher below, so that you don't have to look it up in previous posts.

Organized Teacher

·      May be a high school teacher
·      Keeps meticulous student records
·      Maintains a current syllabus, so that students and teachers know what to expect
·      May even publish a teaching schedule, so that students and parents are aware of 
       upcoming curriculum and tests
·      Sticks to his/her teaching schedule, but is easily able to make changes when needed
·      May not be the most exciting lecturer or presenter
·      May be able to process information at a fast rate, and may not be able to understand
       those who cannot do the same
·      May not be so adept at working with students who have learning differences
·      Might not be too much of an extrovert
·      Usually unwilling to make allowances for make-up tests, assignments, or grade 
       changes


Strategies for Working with the "Organized Teacher"

·      Since this teacher gives plenty of advance warning for tests, he or she may even have a regular schedule for quizzes that is well-known to students.  Such an advantage gives students ample time to organize themselves and work out a study plan-of-action.  While getting advance notice for important exams is kind of a luxury, it requires more self-regulation on the part of the student, which may be difficult for those students who are less mature or who may have certain learning differences.

·      Because this teacher may not be the most effective communicator, it may be beneficial to schedule an appointment during office hours, if the class or the current topic is a challenging one.  Don’t be afraid to ask for clarification of concepts outside of the regularly, scheduled class. 

·      This type of teacher may be very advanced in his/her subject area, but may not have put so much time and effort into actual teaching techniques.  Therefore, the Organized Teacher may have difficulty understanding that others do not process information exactly as he or she does.  Don’t be afraid to ask questions about the subject matter during class—even when those questions might make the student feel embarrassed.  We’ve all been around individuals who are so sharp that some of the rest of us feel like “dummies” in their presence.  So what!  Your teacher isn’t working in a research lab somewhere (at the moment), he or she is teaching a class, and the only stupid question is the one you didn’t ask.

·      For subjects that are particularly advanced in nature, it may be advisable to bring a tape recorder to lectures.  That way, the student can listen and take notes a second or a third time, if necessary.   Because the teacher may go through the material at such a fast pace, it may be extremely helpful to be able to listen to the same lecture more than once, while refining one’s notes.

·      Although this teacher may not be opposed to meeting with parents or students who request it, there’s not much that he or she may be willing to do—if anything--in order to adjust the test schedule or the grades.   The Organized Teacher usually maintains strict policies re: student absences (regardless of reason), and has a policy for make-up work that may or may not include the option for make-up tests.

·      For those who are excellent with study skills and time management, the Organized Teacher should work out well.  But for those who struggle, it might behoove students and their parents (if the student is under college age) to try and transfer to a different class or teacher. 

·      For anyone with an IEP or a 504 plan, don’t be afraid to respectfully assert yourselves.  If there are no other teachers or classes available, it may be necessary to make sure that the dean or the principal is aware or your situation.  The Organized Teacher generally has no axe to grind, so he or she shouldn’t have a problem making accommodations for those with documented neurological processing disorders or disabilities.   And it never hurts to have those with higher authority “in the know”.     


 

This post is relevant to 3/24 (7Teacher Archetypes) and 3/27 (Strategies for Students and Parents--Teacher Archetypes).  I've just added 3 more models.  So now there are 10 archetypes, instead of 7.

“All That” Teacher

·      May have chosen teaching as a 2nd or 3rd career, after working for many years in a different profession

·      Believes that he/she was born to teach, and may even exude a strong sense of bravado

·      Beneath a confident veneer, lies deep-seated insecurities

·      Through years of experience in other professions, is adept at playing the politics of working within a school system

·      May have a “larger than life” personality, and may be very popular with younger students

·      Has a deep love for students, and fully believes in their unlimited potential

·      Brings a new sense of excitement and commitment to teaching

·      Tendency to brag about and exaggerate his/her own accomplishments

·      Can be overbearing with colleagues; colleagues may feel that this teacher is out of touch with reality or full of him/herself

·      Needs to always be “right”

Organized Teacher

·      May be a high school teacher

·      Keeps meticulous student records

·      Maintains a current syllabus, so that students and teachers know what to expect

·      May even publish a teaching schedule, so that students and parents are aware of upcoming curriculum and tests

·      Sticks to his/her teaching schedule, but is easily able to make changes when needed

·      May not be the most exciting lecturer or presenter

·      May be able to process information at a fast rate, and may not be able to understand those who cannot do the same

·      May not be so adept at working with students who have learning differences

·      Might not be too much of an extrovert

·      Usually unwilling to make allowances for make-up tests, assignments, or grade changes

Fair and Solid Teacher

·      Veteran teacher

·      May teach at a top high school or a community college

·      From years of experience, knows how to pick his/her battles, and doesn’t waste energy or time otherwise

·      Conscientious in maintaining student records, syllabus, and teaching schedule

·      Doesn’t have an axe to grind, and is so much more effective for it

·      Fair and non-judgmental in his/her treatment of students

·      Willing to meet students during office hours or make an appointment outside of office hours, if necessary

·      Not a perfectionist, but a realist

·      Realizes the importance of maintaining balance in life

This blog is in reference to my posting from 3/24/13: 7 Teacher Archetypes, and is intended as a tool for helping students and parents to foster better communication and a better grade when working with their respective teachers.  Today I am posting strategies for working with the "Old School" Teacher, and will be posting strategies for all the teacher archetypes in the near future.  
Below is a summary of the characteristics of this archetype, followed by a list of strategies for working with this teacher. 

“Old School” Teacher

·      May have difficulty with technology

·      May have difficulty keeping accurate student files/paperwork

·      May be open-hearted toward students, and might easily be taken advantage of by them

·      May have difficulty with classroom management

·      Students may feel that this teacher is out of touch with current technology, but maintain a deep respect for him/her

·      Global learner

·      Maintains strong, core value and a belief in teaching as a loving profession

COPING SKILLS/STRATEGIES FOR STUDENTS AND PARENTS: THE "OLD SCHOOL" TEACHER

·      This teacher responds favorably when students show that they are motivated to learn and willing to be accountable for their own actions.  Even if a student has made mistakes in the past, it may not be too late to appeal to this teacher’s willingness to work toward a better grade for the student.  The student might ask to meet with the teacher, and sincerely take personal responsibility for any missed assignments that he or she may have foregone.  See if it’s possible to make up any late work, or even retake a test that yielded a low score.  It’s important when dealing with this type of teacher to be sincere and honest. 

·      This teacher appreciates students who are in present time during class work and class discussions.  Class participation and handling oneself with self-control will go a long way.

·      This teacher may be willing to meet/talk/email parents who are seeking advice and help for their son or daughter.  He or she may even welcome such contact, because it shows that the parents care.  It’s important that such communication be handled respectfully and with consistency.  Also, parents must follow through with any commitments the teacher has made on behalf of the student.  (Simple documentation is a good thing.)  In other words, it may be necessary to politely remind the teacher about retaking a test or giving credit for a grade that was late.  In general, teachers are beyond-busy with many duties, and a teacher who makes allowances for student blunders has even more on his/her plate, and might be in need of a courteous reminder or two.

·      This teacher may not be so adept at working with technology, and may even feel uncomfortable about the rate of change in technological advances.  Finding out the type of communication that works best for this teacher will be helpful when fostering the relationships between teacher, student, and parents.  This teacher may prefer contact by phone or meeting in person during his/her office hours.  Whatever the case, and since this type of teacher is generally willing to go beyond the call of duty in order to help students, it behooves the student and family to accommodate which type and time of meetings work best for the teacher.   This can be challenging for parents with demanding careers who may even be out-of-town a lot.  But that’s the breaks. 

·      Outsourcing parent/teacher communication to another person such as a nanny may not yield the desired result with this type of teacher.

·      Remember that teaching is not a job, but rather, a lifestyle.  And no archetype embodies that lifestyle more than the “Old School” Teacher.   If a student or parent does not take the necessary time to seek help (if it’s needed) from this type of teacher and to consequently follow through with the requisite commitments, then positive change in the student’s work and grades are unlikely.

Since the Sandy Hook Elementary School slayings, I haven’t posted a blog.  I’ve been thinking about what to write, if and how to address what happened, the fact that I may not have enough information to do so without jumping to conclusions based on lack of evidence, what to say that hasn’t already been said, and most importantly--how to honor--in some small way--those who were slain.

So this is my modest attempt to pay tribute to the students and educators who were killed in that tragedy, by honoring the memories of some of my own teachers.  I know now that all the teachers I’ve ever had were both hard working and dedicated, but a few were master teachers in the truest sense of the term.  Their love for their profession and for their students has made more than a positive impact on my life, and has influenced many of my decisions.  For now, I’d like to tell you about Mrs. Swanson.

Mrs. Swanson was my kindergarten teacher.  She was somewhat older—late fifties or early sixties.  She was not very tall, even from a five-year-old stature.  She had brunette-grey hair, was even-tempered, and always appeared calm and composed.   I know now that she had to have been a veteran teacher, for sure.

The first day of school was anything but traumatic for me.  I remember around the middle of that day, when Mrs. Swanson announced that the class could move about the room and play in the various activity areas.  I was kind of stunned and in disbelief.  Rather than doing something wrong on my first day, I hesitantly approached my teacher and asked if it was really OK for me to play in the playhouse—an unparalleled opportunity from my viewpoint.  She turned to me with a big smile and said, “Of course you can play in the playhouse.  This is your free time, and you can play in any of the classroom areas you choose.”  Then she laughed a sweet, gentle laugh--not like she was making fun of me, but like what I’d said had genuinely tickled her funny bone.  So that did it for me.  I was in my element and I was with my peeps.  I went directly to the playhouse.

Later in the year, I remember my teacher conferencing with my mother about me being left-handed.  At that time, it wasn’t unusual for educators to try and force students to write with their right hands, regardless of natural inclination.  Mrs. Swanson assured my mom that it was completely natural for me to write with my left hand, and that I was doing exactly what I should be doing.  Mrs. Swanson was like that.  Now that I’ve taken so many classes, I realize how ahead of her time she was and how developmentally appropriate were her practices.

There were two kindergarten teachers at my little school.  The other kindergarten teacher was a bit older than Mrs. Swanson. (I can’t remember her name.)  She often gave the students treats like jelly beans that she kept in a big, glass jar on a high shelf.  She was super-sweet and always, always smiling from ear-to-ear.  I enjoyed those few times when our class had to go to her classroom because of testing or a meeting that Mrs. Swanson was in.  Of course I loved those treats!  But as nice as the other teacher was, nothing could compare with the feelings of safety and confidence I felt in the presence of my own teacher. 

One time, Mrs. Swanson had confided in our class that she knew that she wasn’t the type of teacher who constantly gave out treats and always smiled.  I realized that she was comparing herself with her colleague.  I thank God that she knew herself well enough to be the person that she was and not give into pressure to put up a façade or to try to be like someone else, because I loved her exactly “as is”. 

When I was at the end of my 8th grade year, my mom had received a message from my old, elementary school that Mrs. Swanson was retiring.  My mother asked me if I’d like to go to the retirement party.  Of course I wanted to go, but I told my mom, “She won’t remember me.  That was so long ago, and I’ve changed so much. “  But my mom and I went together, anyway.  The party was held in the cafeteria of my old school.  By the time we got there, things were already in full swing.  Mrs. Swanson was seated in one corner of the room, and there were many people around her.  My mom and I walked into the cafeteria, and from the left corner of the room, Mrs. Swanson exclaimed out loud, “Linda Lando!”  She sounded so happy to see me. 

My mom and I used to reminisce about my old, elementary teachers.  I had several who were and still remain very special to me, but Mrs. Swanson was definitely at the top of the list.   I am so incredibly lucky to have had such a master teacher at such a tender age.  Teaching is a calling.  And Mrs. Swanson was one in a million who answered that call.  I am forever grateful for her love and positive influence in my life.  The thing is—she always made me feel so special.  But the funny thing is—I always knew that it wasn’t because of me.  It was because of her.  And I’m sure that there are many “mature adults” who remember Mrs. Swanson because her trick was that she made every student feel special.  Quite a trick, indeed.

  

 

Challenger School: A Cult from the Dark Ages

I remember each of my elementary teachers by name.  In retrospect, I have also concluded that at least four out of six of them were true, master teachers.  They were not the kinds of master teachers in name only, a popular term given to those politically correct educators of today who know how to help their schools achieve a higher API score.  They were caring professionals at the height and breadth of their professions—formidable authorities on a variety of curricula, creative artists in their ability to communicate those curricula, and incredible people managers whose motivation for teaching was incorporated into the very spirit of their beings. 

How could I have been so naïve?  When I accepted the position as 5th grade teacher of Challenger School in Palo Alto for the 2001/2002 school year, I had little idea that the redundancy with which they used their namesake in my official,offer letter would translate into a kind of a cult-like atmosphere--a Savonarola-like philosophy from the dark ages in which repeated effort was made by the Challenger Corporate Administration to brainwash its teachers into thinking that no matter what they did or how diligently they worked, nothing was ever good enough.  The list of subject areas that elementary teachers were responsible for implementing on a weekly basis included art, physical education, logic, mathematics, vocabulary, grammar, expository writing, creative writing, memorization, current events, geography, and science.  The only class taught by an outside authority, which the faculty was constantly reminded had only been initiated that year, was computer technology.  So 2001/2002 (I was repeatedly told by my administration) was the first year that teachers were given any prep periods (2 prep periods/week) for the seemingly infinite amount of work that had to be completed outside of the direct teaching, yard duty, staff meetings, year-end recital, spring musical, science fair, “meet the teacher night”, parent/teacher conferencing, and “valet parking” time.  Not that an adjusted schedule or payment compensation was given to teachers for any of the above events, it’s just that grading papers, writing monthly parent newsletters, preparing lesson plans, producing monthly progress reports and quarterly report cards, editing Challenger’s own syllabi—not by any means a complete list of the “extra duties” performed by teachers at Challenger School--had to be done outside of the 8:10 a.m.—3:20p.m. teaching/supervising/valet parking day.  Although elementary teachers were paid an hourly wage in the guise of a “salary”, which paid each teacher until 4:00 pm Monday through Friday, it was not unusual for the janitor, who had other accounts in the area and who might stop by to pick up his equipment that was stored in a room in my classroom, to find me working late into the night on a Friday, as we scared each other half to death from shock.

How could I have been so codependent?  All of that would have been totally acceptable to me as a dedicated professional.  But the fact that we were not allowed a break to use the bathroom facilities except at lunch and at two prep periods/week, made me see red as my bladder and kidneys took the abuse.  One of my colleagues who had left her 3rd grade teaching position around October threatened to sneak in after hours and deliver Depends diapers in every teacher’s in-box.  Once I had devised a clever scheme to use the facilities in-between the end of the direct teaching day and valet parking duty (timed myself at 90 seconds exactly, including hand washing), only to have a scathing memo issued by the school principal, admonishing such an inventive strategy for keeping my kidneys and bladder functioning. 

How could I have been so stubborn?  Always hopeful that things would improve, I doggedly stayed for the duration of the school year, while streamlining my work hours to less than 90/week, and sneaking to the toilet when necessary.  But at the end of the year, at the final staff meeting, the school principal decided to clarify why the administration had so wisely chosen to dock my pay on one recent occasion because of a three-car-collision on highway 101 at the end of May.  Well, that did it.  I finally spoke up.  I stated that I wasn't sure, and I hadn’t done the research yet.  I made the statement that I didn’t think it was legal in this state and maybe even in this nation to label someone a “salaried worker”, and then treat that same person like a “wage worker”.  In other words, where was all my overtime pay for the mountain of required work I was obligated to do and the mountain of hours put in outside of the regular workday?  Why were twelve minutes such an issue to the Challenger Corporation while at least three or four others had been late on the same day for the same reason, especially since Challenger had been getting hours-upon-hours of extra work from me free of charge?  I was told by the administrators at that very meeting that Challenger was conducting business legally, and that I should research California Labor Code.

How could those in charge have been so naïve?  Research: OK Challenger, I accept the challenge, and please pardon the pun.  For the first time in a long history of employment, I was pissed-off enough to do it.  So I did.  In that process, I found out that the Challenger Corporation had committed more than a few offenses against both California and National Labor Law, including falsifying timesheets, which I hated doing and which always made me feel suspicious—like they were trying to get away with something—which they were (duh).  After all, this was 2002 and not 1802, right? 

After much research and documentation, I had a formal confrontation with those I challenged at a hearing of the California Labor Board.  The Labor Board in the state of California is much overworked and understaffed.  As I told the hearing officer, I felt like Al Pacino in “Godfather III”, because every time I had been willing to let go and to let bygones be bygones, those uninformed and hubristic individuals pulled me right back in with more lies and deceit, the likes of which extend way beyond the limited space here. 

Did justice prevail?  In the end, and in this case, it did and did not.  I won my case without hiring an attorney, not that I could afford one.  Since that time, the president of the corporation has resigned his position so that his mother (who one of my friends and colleagues swears is a former victim of domestic abuse who has passed on that abuse to her employees) has resumed her former position.  Also, the principal no longer works there; the same goes for the former, regional director.  And so far as I’ve been informed, all of the scheduling regarding elementary teachers that had changed directly following my hearing with the Labor Board have changed back again, because no one has challenged that administration since that time.  The separate art, music, and PE teachers hired after my Labor Board judgment are also no longer working there.  Prep periods previously installed as a result of hiring the adjunct teachers are also gone.  To my knowledge, the only change that remains in place are two, ten-minute bathroom breaks in the morning and afternoon (and in compliance with California Labor Code), respectively.  However, teachers are openly paid a wage vs. a wage in the guise of a salary, and are no longer paid during holidays and school breaks, although they never were.  (After doing the arithmetic I realized that a portion of the hourly wage was excluded from each teacher’s paycheck, and then reimbursed during school holidays so that it appeared as if teachers were paid for holidays, but it was actually the pay they had already earned that was being reimbursed to them!)  I can’t say whether things are any better or worse there, with the exception that teachers can now use the toilet without fear of administrative reprisal.                          

TAKING A MATH TEST AT ANY AGE/GRADE LEVEL:  PRIORITIZE, STREAMLINE, OPTIMIZE

Whether you’re an adult, teenager, or school-age student, taking math tests is a normal part of your school life.  Regardless of your age, you’re busy with multiple commitments between work, family, and extra-curricular activities.  Here are a few tips that will help you to get a strong result by prioritizing, streamlining, and optimizing the precious time that you put into studying and into taking the test itself. 

Math tests are different from history, English, and other exams.  Rather than memorizing a lot of important facts and concepts and then matching or writing or filling-in-the-blanks, math and math tests expect you to perform.  What does that mean?  It’s not enough to just define what something is—although that’s essential to understanding—you have to apply your understanding of those definitions by working through actual math exercises where you absolutely must show your work.

For that reason, you can never cram for a math test or even a quiz.  This bears repeating—CRAMMING FOR MATH TESTS DOESN’T WORK!  It can actually cause more problems as you draw conclusions/hunt for patterns without sufficient background.  It can also lead to misconceptions that take more time to undo than they did to do.

The best way to study for a math test is to keep up with your class work, and to ask for help from your teacher or professor, when needed.  Even if you can’t get your questions answered during the scheduled, class time, most teachers are willing to meet with you outside of class.  Many have office hours or will make an appointment.  Generally speaking, they want to help; they’re not usually in it for the money.  If you show them that you are motivated and current with your work, that goes A LOT further with them than if you’re just trying to find an easy way out. 

PRIORITIZE

Make your homework sessions a priority.  Your study area should be well lit and free of clutter.  Your tummy should not be completely empty nor filled with fruit loops or gummy bears.  Give your brain a chance; you know what’s good for it.

As you do your regularly scheduled homework, check your answers in the back of the book.  Don’t check each exercise each time, unless you’re having a lot of difficulty.  Complete each section or sub-section, and then check.  Most textbooks have odd answers in the back.  And it’s not cheating to check your work.  It’s what ethical, smart people do.  It’s like driving at night with your headlights on. 

Keep a list of the exercises/concepts that are giving you some trouble.  Give yourself a chance to process the information.  Math can take a little time to sink in, especially as it gets more challenging.  Go back to those problematic exercises at the end of your homework session or even the next day when you’re fresh.  Your brain processes a lot of difficult information when you’re not thinking directly about it.  So take a break, and then see if it makes more sense.

If you still don’t get it, take your list to class and be sure to ask during the homework review.  If you absolutely can’t get your question answered then, or no one else has asked the same question, contact your teacher/professor ASAP (right after class).  Don’t wait; don’t let it go.  The class will move on, and you’ll remain stuck.  Your teachers want to help you.  Most of them chose that profession for just that reason.

Once you’ve gotten help—although you may still not understand what you were missing completely—find some homework exercises (assigned or not) that are exact replicas of the kind that are giving you trouble.   Try to find the odd numbered exercises, and make sure to look up the answers.  If you still need more help, ask for it.  Try to take some time, and then do some more exercises.  It will come to you.

STREAMLINE

Learn how to streamline your approach.  Stay focused in class.  Bikram says that this is the most difficult part of yoga.  Your math class may not be at the best time of day for your biological clock.  Welcome to the real world.  Your teacher may not have the best speaking voice, or may not give the greatest/most intriguing presentations.  That’s life. 

Take notes that are neither post-its nor novels.  A good rule of thumb is that if the teacher/professor is writing it, you should too.  You don’t have to copy the board or the power point presentation word-for-word, but pay special attention to what is presented to you in writing, especially the specific examples. Those examples can save you.  Don’t be lazy and think, that ‘s probably in the text; I’ll look it up later.  The text may not be written in a style that’s all that easy to comprehend.  Your teacher is your translator.  The more you write, listen, and practice, the better and more deeply you’ll understand.   You know the cliché--it’s not “rocket science”.

Use all your resources when doing your homework.  Have the textbook for reference (or even emergencies); have your class notes at hand.  Don’t be afraid/unwilling to take a minute and look something up.  Math is a foreign language, and begins with vocabulary.  Math vocabulary is a technical language at any level, and you won’t be able to either understand or communicate the concepts clearly if you don’t know what the words mean.  If you’re taking geometry or linear algebra for the first time, you should have a specific section in your binder just for vocabulary.  It is key to your understanding!

OPTIMIZE

Optimize your results through preparation.  Hopefully you have plenty of warning before the test.   Whether you do or don’t, there should be a review section at the end of each chapter.  If you’re really lucky, your instructor has given you a review guide or a set of review problems.  Whether a review has been assigned or not, it is up to you to prepare.  Don’t be fooled into thinking that you don’t have to do anything the week or night before the test because the teacher didn’t assign anything.  Hello!  When an instructor doesn’t assign work before a test, it’s because he or she wants you to review on your own.  I know that’s hard to imagine, but some teachers will expect you to be self-regulating, and they don’t have the time to be responsible for you.  But you do have that time.  If you’re wondering what will be covered on the test, ask your teacher.  If a review has not been assigned, take your textbook/notes up to him/her and ask what you should be focusing on in order to prepare well.   

Do your test review in the same, conscious manner you’ve done all your previous homework—regardless of whether or not your review exercises are getting a separate grade.  Make sure to look up anything that looks foreign, or anything that has been giving you more trouble.  Your test grade, which is usually worth more weight than homework anyway, will improve because of your quality time and effort.

After a good night’s sleep and healthy breakfast or lunch, you’re ready to go.  Calmly peruse the exam before you begin.  Check to see how many exercises there are, and estimate the time you’ll need for each.  Don’t be afraid to look at the more difficult exercises.  It’s usually not a good idea to do those first or to leave them for the last minutes.  Don’t let those shake your confidence.  If you read them carefully at the beginning of the test session, and then go back and read them again as you’re taking the test, your wonderful, mysterious brain will begin to process the information in ways that the most sophisticated of scientists cannot understand.   Use the margins of the test to write any formulas you may need and had to memorize.  Show all your work.  If you need more space to show your work, find out if you can use extra paper and make sure to turn it all in together.

Don’t let your time get sucked away by one or two exercises.  If something is giving you trouble, do what you can.  Then go back to it later.

Do not leave early!  Use all your time.  As you go through the test, put a little mark next to any exercises that you couldn’t do or that were giving you trouble.  Then go back to those at the end, when you have time.  Unless it’s a standardized test like the SAT, don’t leave anything blank.  

Breathe deeply to oxygenate your valuable brain cells.  Feel good about yourself.  No matter what the outcome, you’ve done your personal best.  If you haven’t put in the quality time, make some changes in your schedule and prepare better in the future.

By using these techniques, your grade and understanding will improve.

If you still need more help, give me a call.  I’ve been through all that you are going through now, and I have helped myself and many others to get a strong result.

www.misslandosmathtutoring.com
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twitter: @LindaLando 

Multi-cultural education is a popular topic among educators and administrators today.  But is there a better approach to encompassing diversity?   
Whether one lives on the coast, the heartland, the south, or anywhere in-between, diversity in the 21st century within these United States is abundant.  But then, this land of ours was built on the ideals of equality among people of ethnic, religious, and cultural variety, although the practice of that equality has been easier to talk than it has been to walk.  And even within the coastal state of California, in which the politically-correct school districts take such pride in encompassing diversity, bias and prejudice most certainly and unfortunately are alive and well.  And one does not have to come from a non-dominant group in order to experience bias and prejudice, as it is contextual in nature.  While many school systems and community organizations practice multi-cultural education, perhaps “anti-bias curriculum” (introduced by Louise Derman-Sparks and the Anti-Bias Curriculum Task Force) might be a more authentic environment for diversity education.

Critical Thinking vs. Oversimplification  
Anti-bias curriculum addresses the pre-conceived assumptions that individuals make and retain regarding themselves and others.  It attempts to break through the stereotyping that might be fostered by various family, cultural, and societal biases of both the dominant and non-dominant groups, while attempting to identify discrimination—how/when it is implemented and experienced--in all its variety.  Anti-bias goes beyond the diversity of culture to include differences in gender, sexual orientation and identity, including differences in development and physiology.  It can sort of clean out the closet of one’s own biases, and may therefore be a harder pill to swallow that multi-cultural education.

Personal Commitment vs. Mandatory In-Service     
Anti-bias curriculum lends itself to whatever subject/content area is being taught, since it is more of a state of consciousness and a commitment one makes to justice and equity rather than a separate or stereo-typed celebration that is performed during “multi-cultural month”.  Any moment in the classroom could be an opportunity for identifying and for creatively problem-solving issues pertaining to bias and prejudice, and is a perfect enhancement for the pre-school or the college classroom, because it addresses the developmental level of the student and is incorporated into the environment or subject, rather than treated as a separate field of study.  Unlike multicultural education, which can unfortunately spiral downward into what Sparks identifies as tourist curriculum that often facilitates the very stereotyping such education is seeking to avoid, anti-bias offers a choice to the educator—a choice to examine one’s own and society’s biases, and to identify them as they exist within ourselves, our media, and our institutions, and to use those topics as platforms for discussion and creative assignments that can be incorporated into any curriculum at any level.  Anti-bias consciousness doesn’t expound a “color-blind” or even a “rose-colored” philosophy, because it is based upon accurate information, such as infants’ ability to discriminate between differences in skin-tone by six months of age and differences in race, gender, and physical abilities by around age three. 

Self-awareness vs. Politically-Correct Cloning     
But understanding bias is a double-edged sword.  Once we  become more aware of our own biases, it is easier to see those biases in others, even when it is politically incorrect to do so.  So the myth of the “great white educator”, who if he or she lives in California is actually a minority anyway, bending over backwards and going through all kinds of contortions to become another clone of the PC population--like the hypocritical antagonist in Boyle’s Tortilla Curtain, who imagines himself such an altruistic liberal while the test of his ideals proves him to be the bigot he always has been--gives way to a deeper understanding that within each of us exists the dirty, little secret that all of us have been raised or socialized to feel prejudice against someone else in some form or other.  And out of that deep, dark place a light shines, which illuminates the possibility that through understanding ourselves, we can better understand each other--like it or not--we are all in this world together.

Integration vs. Separation     
The ways in which anti-bias curriculum can be incorporated into one’s classroom or subject area are as varied as the classrooms, educators, and subjects themselves.  Some years ago, one way in which I prepared for my diverse, fifth-graders was that I asked if everyone (including me) would give a short presentation on the history of their names.  How did they come to have this name?  What was the story behind how most of us will be identified for the rest of our lives?  I also allowed the class to bring in any pictures or decorations that identified who they were as individuals, which were posted on or near the place where they stored their stuff.  It didn’t matter, and no stipulations were made, as to whether these memorabilia were to be cultural, personal, neither, or both.  Although it is popular to do so in California education today, my personal experience and feelings are that nobody-- regardless of age--enjoys having diversity education rammed down their throats.  In some families culture, race, and its histories are highly valued, and in other families that may not be the case.  And in either case, it is my position that it is not the educator’s job to dictate that cultural values should be celebrated at home, but rather, to support whatever values the families hold toward themselves in that regard.  By asking my fifth-graders to bring in pictures that described themselves, I gathered a lot of information as to what was important in their homes. 

One of many examples integrating anti-bias education throughout the school year was the topic of persuasive writing, as we studied the differences between reasoning, classical fallacies, emotion, and open and closed-mindedness.  When the school year ended, a parent of one of my former, 5th grade students sent me a letter in which she explained that her son--who had experienced some verbal bullying at his new school--had drawn the conclusion that the kids perpetrating the ridicule were actually insecure about themselves, and had considered him easy to pick on because he was new.  She was gratified that he was able to analyze their motivations, that he felt empowered, and that he often reflected upon the discussions we’d had as a fifth grade class.

Milieu vs. Malaise     
Regardless of our own personal biases and locale, we all live in a milieu of diversity.  And depending sometimes upon location, location, location, some of us are more familiar with such diversity than others.  But that familiarity doesn’t exempt us from feeling bias or from being the recipient of discrimination in one form or another.  Sometimes that familiarity with those who are different from ourselves can even fuel our biases, or as the saying goes—even “breed contempt”.  So rather than perpetuate stereo-typing by breaking open yet one more piñata during “multi-cultural week”, or as one of my Jewish colleagues puts it, “Matzoh is a type of bread reserved as a symbol of survival during the most difficult of times, consumed during a specific celebration that in no way represents daily, Jewish fare.” And as another of my former colleagues in dance education has so accurately described a tu-tu as a costume worn by a professional level ballet dancer in a classical or neo-classical role, and not a normal uniform for ballet students, it is clear that individuals can suffer from some type of close-minded thinking/speaking about someone or something that they lack sufficient knowledge of, while most of use who do belong to that particular minority don’t appreciate those misconceptions one bit.  Maybe one way to avoid the malaise of trying to memorize a bunch of information that promotes further categorizing of individual cultures is to look within our own hearts, and to see the truth about how we really think and feel, to understand that no one, anywhere, is completely free of bias.  Maybe the best that we can do is to be aware of our biases and to take the baby steps toward changing them.  Maybe a teacher keeps a running tally of the number of males called on in class vs. the number of females.  Maybe anti-bias is a contradiction in terms, because all of us sharing this human experience have been socialized in so many implicit and explicit ways that the best we can go for is to be “bias-aware”.  And maybe for this educator, being bias-aware means being aware of the tendency to categorize the driving abilities of various cultures and age groups on the streets and freeways near my own home.

L©LANDO, 2012
all rights reserved
reprinting allowed with--and only with--permission of the author

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