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Topic: Book: What's Math Got to Do With It?, by Jo Boaler
Replies: 5   Last Post: Feb 17, 2009 2:14 PM

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Seese, Lillian

Posts: 38
Registered: 12/6/04
RE: Book: What's Math Got to Do With It?, by Jo Boaler
Posted: Feb 17, 2009 2:14 PM
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I, too think remembering names is important - If I ever call anyone by
the wrong name (after week 2 of the class) it earns them 5 points extra
credit....

I was really taken by the claim that community college students drop out
because no one noticed that they dropped in.

Lillian Seese - STLCC Meramec

-----Original Message-----
From: owner-mathedcc@mathforum.org [mailto:owner-mathedcc@mathforum.org]
On Behalf Of Phil Mahler
Sent: Tuesday, February 17, 2009 12:20 PM
To: mathedcc@mathforum.org
Subject: RE: Book: What's Math Got to Do With It?, by Jo Boaler

That's great. I think it was Paul Halmos at Indiana U. that did that
with his grad courses years ago. Had to be 30 or so years.
Phil

-----Original Message-----
From: Mowers, Kathy (Owensboro) [mailto:kathy.mowers@kctcs.edu]
Sent: Tuesday, February 17, 2009 12:14 PM
To: Phil Mahler; 'mathedcc@mathforum.org'
Subject: RE: Book: What's Math Got to Do With It?, by Jo Boaler

For 15 years, I have taken photos of students on the first day. I
promise them that I will not publish the photos. I started this before
the advent of digital cameras, but it is so easy now.

For those among us who might remember back that far, I got the idea from
a television show called "The Paper Chase."



-----Original Message-----
From: owner-mathedcc@mathforum.org [mailto:owner-mathedcc@mathforum.org]
On Behalf Of Phil Mahler
Sent: Tuesday, February 17, 2009 10:52 AM
To: mathedcc@mathforum.org
Subject: RE: Book: What's Math Got to Do With It?, by Jo Boaler

I try to learn my students names too. It takes me longer than in the
past, and I manage by the 3rd week or so. (We don't have the pictures,
at least not yet.) And I too try to use their names in class.

I believe knowing students' names, and showing up to class at least 5-10
minutes early, makes a big difference. If nothing else, in class
comportment. I have no proof it improves performance, but I do see some
folks with initial very defensive, even negative, attitudes, come around
and even participate in class.

Of course, maybe others get the same results other ways, or maybe that
happens to all teachers, or maybe it's my after shave.

But I'll add a #3: They believe you care. Which if you do all this, is
true.

Phil
=========
I have two things I do to engage students:
1. I learn their names within the first two days. (I am 60 and this is
not as easy as when I was 30 but it is important to me. I also have two
things that help here: class size [never more than 30 students] and a
class roster with students' pictures -- a revelation of technology!)
2. I never ask a question like: "What would you do next?" Rather, I
ask, "Ms. Jones, what would you do next?" In other words, every
question is directed to a student. This is beneficial in many ways --
they know they cannot rely on that smart kid in the front row to run
interference for them and they also know that they may be called on at
any time in the near future.

Regards,
Larry
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