J-Term Day 6
January 14, 2020
Day 6
Today the kids started off their morning with PF class and during that time I worked with Ms. Taj to learn the Large Bead Frame (similar to an abacus). I am absolutely amazed at how simple and helpful it is. I cannot begin to comprehend why others don't use it to teach math. When the kids came back from PF I worked with 3 of them on a short little “assessment” on how well they knew how to use the Large Bead Frame. The first was very good at it right off the bat, the second struggled and I had to work with her for awhile to get her better at it (unfortunately she still doesn’t completely get it). And when I was giving problems to the third one I felt terrible. The first problem that I gave to her ended with the answer being 14,236 and she told me that the answer was 1 ten thousand, 4 thousands, 2 hundreds, 3 tens and 6 ones. When I asked her how else you would say it (using 8,328 as an example, how you could say it as 8 thousands, 3 hundreds, 2 tens and 8 ones but you could also say it as eight thousand three hundred and twenty eight.) and when I asked her what the number was she looked like she was about to cry so I quickly stopped asking her and we didn’t work up to the 10 thousands anymore with her. I felt so bad but as soon as we went to smaller numbers that she knew how to say she was one of the best students at doing it. It was such a weird experience and I will have to keep in mind the fact that children are children and can sometimes react to things in extreme ways to things that aren’t extreme. My only guess is that she felt ashamed of herself or something like that for not knowing how to say the number (I can’t comprehend why but that’s my best guess). This has taught me that I don’t think that I want to be a teacher at such a low grade level because they teach every class and I would very much prefer to specialize in math. Ms. Mayhew (Physics/Chemistry Teacher) suggested that I talk to Mr. Grisbee (Math Teacher) about working with him and Mr. Jacobs (other Math Teacher) and working with the High school level math and helping them. Today I believe that I accomplished Learning Outcome 3 ("Demonstrate how to initiate and plan a fieldwork experience") because I talked with the High School math teachers in order to plan a new fieldwork experience where I would help them out with teaching the Freshmen and Sophomores math which would fall under the category of Service.
Day 6
Today the kids started off their morning with PF class and during that time I worked with Ms. Taj to learn the Large Bead Frame (similar to an abacus). I am absolutely amazed at how simple and helpful it is. I cannot begin to comprehend why others don't use it to teach math. When the kids came back from PF I worked with 3 of them on a short little “assessment” on how well they knew how to use the Large Bead Frame. The first was very good at it right off the bat, the second struggled and I had to work with her for awhile to get her better at it (unfortunately she still doesn’t completely get it). And when I was giving problems to the third one I felt terrible. The first problem that I gave to her ended with the answer being 14,236 and she told me that the answer was 1 ten thousand, 4 thousands, 2 hundreds, 3 tens and 6 ones. When I asked her how else you would say it (using 8,328 as an example, how you could say it as 8 thousands, 3 hundreds, 2 tens and 8 ones but you could also say it as eight thousand three hundred and twenty eight.) and when I asked her what the number was she looked like she was about to cry so I quickly stopped asking her and we didn’t work up to the 10 thousands anymore with her. I felt so bad but as soon as we went to smaller numbers that she knew how to say she was one of the best students at doing it. It was such a weird experience and I will have to keep in mind the fact that children are children and can sometimes react to things in extreme ways to things that aren’t extreme. My only guess is that she felt ashamed of herself or something like that for not knowing how to say the number (I can’t comprehend why but that’s my best guess). This has taught me that I don’t think that I want to be a teacher at such a low grade level because they teach every class and I would very much prefer to specialize in math. Ms. Mayhew (Physics/Chemistry Teacher) suggested that I talk to Mr. Grisbee (Math Teacher) about working with him and Mr. Jacobs (other Math Teacher) and working with the High school level math and helping them. Today I believe that I accomplished Learning Outcome 3 ("Demonstrate how to initiate and plan a fieldwork experience") because I talked with the High School math teachers in order to plan a new fieldwork experience where I would help them out with teaching the Freshmen and Sophomores math which would fall under the category of Service.
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