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RE: Book: What's Math Got to Do With It?, by Jo Boaler
Posted:
Feb 17, 2009 2:14 PM


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: ownermathedcc@mathforum.org [mailto:ownermathedcc@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: ownermathedcc@mathforum.org [mailto:ownermathedcc@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 510 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 ************************************************************************ **** * To post to the list: email mathedcc@mathforum.org * * To unsubscribe, email the message "unsubscribe mathedcc" to majordomo@mathforum.org * * Archives at http://mathforum.org/kb/forum.jspa?forumID=184 * ************************************************************************ **** ************************************************************************ **** * To post to the list: email mathedcc@mathforum.org * * To unsubscribe, email the message "unsubscribe mathedcc" to majordomo@mathforum.org * * Archives at http://mathforum.org/kb/forum.jspa?forumID=184 * ************************************************************************ **** **************************************************************************** * To post to the list: email mathedcc@mathforum.org * * To unsubscribe, email the message "unsubscribe mathedcc" to majordomo@mathforum.org * * Archives at http://mathforum.org/kb/forum.jspa?forumID=184 * ****************************************************************************



