tag:blogger.com,1999:blog-6414622914006646376.post78759208814313261..comments2024-01-27T08:49:12.307-05:00Comments on An "Old Math Dog" Learning New Tricks: Lawnmowing PonderingsLisahttp://www.blogger.com/profile/11928419408011193721noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-6414622914006646376.post-18221742398019339932011-05-18T20:25:08.467-04:002011-05-18T20:25:08.467-04:00I really needed to see this today. Just a reminde...I really needed to see this today. Just a reminder of how our struggles are ultimately what drives our growth. Witnessing this through you is inspiring...<br />Thinking about NCTM in Orlando myself. We shall see. =)JamiDaniellehttps://www.blogger.com/profile/02049355240683205794noreply@blogger.comtag:blogger.com,1999:blog-6414622914006646376.post-25376305429046611082011-05-16T01:12:07.963-04:002011-05-16T01:12:07.963-04:00Thanks for an honest post, with lots of good quest...Thanks for an honest post, with lots of good questions. When I am trying to be less helpful I give out a problem, perhaps with prompts/scaffolding, and then circulate while pairs or small groups work. Then when they call me over I say things like, "What have you learned so far?"<br /><br />If a child says, "I don't get it" (my most hated of phrases) then I reply, "Start from the beginning and tell me what you <i>did</i> understand."<br /><br />Using other people problems always helps me, too. I use a lot of problems from <a href="http://nrich.maths.org" rel="nofollow">nrich</a>; they all have teacher notes and hints and they are easily searchable.<br /><br />I am eager to see what you try and how it goes, because it sounds like you are excited and willing to try stuff. :)Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6414622914006646376.post-48830347901244109622011-05-16T00:56:24.939-04:002011-05-16T00:56:24.939-04:00"What good is a mistake if you don't lear..."What good is a mistake if you don't learn from it?" Maybe you've learned that the thing you're trying to do doesn't work or that you need more time to prepare or you need to start at the beginning with something much more simple.<br /><br />Be less helpful by asking questions. When a student says something incorrect like "2^3=6", then you say, "So, 2*2*2=6? Does that make sense?" State the problem a different way but still give the wrong answer and let them reason it out. If they still don't understand, then you've identified a weakness. If they insist that they are correct, then make them prove it. Tell them to figure out another way to do the problem.<br /><br />Keep up the good work!Lori MathHeadhttps://www.blogger.com/profile/09189603484459676563noreply@blogger.comtag:blogger.com,1999:blog-6414622914006646376.post-54120196046041956052011-05-12T00:21:27.825-04:002011-05-12T00:21:27.825-04:00Wow thanks for such a reflective blog post! I kno...Wow thanks for such a reflective blog post! I know exactly how you feel. I have come from a different perspective since I am in my first year of teaching, but I know the feeling of desiring to change, but feeling incapable of making that change.<br /><br />I felt fairly dejected when I first started with Mr. Meyer's stuff, and I think it really comes down to when you finally get that problem that you understand and have worked out yourself.<br /><br />I know that is not much help, but I am pretty well at the same point as you so I feel like I am not the one to give advice. Like you said though Twitter is a great source for this professional development and help, that I am sure we will make it!Timon Piccinihttp://mrpiccmath.weebly.comnoreply@blogger.com