I love teaching in Weston. But occasionally I have to admit that some of my students are out of touch with reality. Here are two recent incidents: The first was a conversation between two ninth-graders in the Math Office. It… Read More ›
Weston
Is Prisoner's Dilemma still teachable?
For over three decades I’ve been teaching the Prisoner’s Dilemma. This is a classic problem — perhaps the classic problem — of game theory, the misleadingly named field that lies at the intersection of mathematics and economics (with a dash… Read More ›
When am I ever going to use this stuff?
I know, I’ve written about this topic before, but it bears further consideration. Too often I hear the question, “When will I ever use this stuff?” This is a common question in Weston, and surely elsewhere as well. Sometimes the… Read More ›
Courtesy: a double standard?
One of my colleagues has asked us not to cut in line in the cafeteria, correctly pointing out that “adults set the tone and serve as personal examples of respectful behavior.” I agree with the text, but I have some… Read More ›
Defaults
“Default, dear Brutus, is not in our stars, but in ourselves…” No, that doesn’t seem quite right. I don’t think Shakespeare had Cassius talking about defaults, did he? But it’s what I think of when we just assume that defaults… Read More ›
Collaborating with colleagues
We had an interesting K–12 professional development (PD) day yesterday (as our students were enjoying a four-day weekend and we teachers had to settle for three days off). The theme for the year is differentiated instruction (DI); the specific focus… Read More ›
Adults and math: Who needs a formula?
OK, this is just one example. It’s purely anecdotal evidence, and therefore it doesn’t prove anything. But it’s still indicative of a problem with adult attitudes toward math. A bit of background first: if you don’t have the good fortune… Read More ›
Life imitating art: Academy X & Firing a teacher, part one
Continuing my accidental theme of reviewing works of fiction about life at elite high schools, such as Prep, Restless Virgins, and Dangerous Admissions, I have just finished reading Academy X, a satirical novel by Andrew Trees. It’s not clear whether… Read More ›
Can a middle-aged professional become a math teacher?
We had an interesting visit yesterday from a local accountant who is considering making a mid-career switch and becoming a math teacher. He spent most of the day at Weston High School, talking with teachers and kids and observing classes…. Read More ›
What does this have to do with math?
Three different experiences in Algebra II today have caused me to rethink the value of projects. Although I’ve always had a theoretical appreciation of project-based learning, I’ve also always had grave doubts about placing a whole lot of emphasis on… Read More ›
Rubrics
I was giving my Algebra II class more details about the project they had just started working on. It’s an exploration of exponential and linear functions, with a story line for which I cannot take credit but which I’m happy… Read More ›
Why do homework?
“Why should I do homework if it isn’t going to be graded?” It’s tough to give a convincing answer to that question. Typically we point out that homework helps you learn, but that answer goes only so far. We may… Read More ›
There's nothing like promoting stereotypes
Overheard in Weston: “She’s even more Asian than we are.” “How could that be? She’s blonde. She doesn’t look the least bit Asian.” “She gets better grades.”
Cheating and imaginary property, Part Two
This is a follow-up to my post of December 26. There are two separate and distinct issues here: Has there been a decline in ethical attitudes and behavior among students in recent years? Are some lines that used to be… Read More ›
Dangerous Admissions
Almost any reader would enjoy Jane O’Connor’s satire, Dangerous Admissions, but it resonates especially well for anyone connected with an elite high school, public or private. The setting is the fictional but completely plausible Chapel School, an upper-class K–12 independent… Read More ›
Cheating and imaginary property, Part One
David Pogue has written a fascinating article about cheating and intellectual property — or imaginary property, as some call it. Pogue is a technology writer, but his article is aptly entitled “The Generational Divide in Copyright Morality.” Nevertheless, technology has… Read More ›
Is 85% a B? Grading by percentages is not the way to go
In a strictly non-scientific survey, 89% of all students and teachers indicated that they believe in traditional percentage-based grading, where an 85% would be a middling B, a 75% a middling C, and so forth. Actually, I just made up… Read More ›
Too many applications, too little time
One of my colleagues returned from her first-period class this morning, Dec. 17, to find a very thick manila envelope on her desk. There was a note on top: Dear Ms. Jones, Here are my recommendation forms. I am applying… Read More ›
What do we truly "need to know"?
According to the tenets of standards-based education, any teacher should focus primarily on what is “essential to know” and only secondarily on what is “nice to know.” It’s hard to disagree with this idea. But I’m going to try. The… Read More ›
Veterans' Day Assembly
Delayed post (originally written 11/10): This was the first year in my memory that Weston High School held a Veterans’ Day Assembly. It was extraordinarily well done, and a truly moving experience to boot. Second World War veterans and their… Read More ›
Learning Strategies 