Curriculum partner and I are starting to talk curriculum amongst the orientation and team building of professional development. It’s our 4th year teaching together and our 2nd year teaching this particular course. So we have the basics down. Spent part of yesterday watching Rick Barlow’s Ignite talk about classroom culture and then spent a bit of time thinking through how the groupwork norms we set up in class (which we’ve used quite a bit) tie back to our classroom values.
What do you notice? What do you wonder?
In the process of reflecting/blogging on Days 2 and 3 of NCTM, but here are 10 takeaways from NCTM (in no particular order and horribly paraphrased):
- Mathematics is plural. Even if that takes away from the 140 character limit.
- The term “English Language Learners privileges” the dominant language (and let’s be real, English is pretty messed up). Give props to emergent bilinguals, trilinguals, quadrilinguals…
- How do I convince my kiddos that they belong in a math class? However you feel about Jo Boaler and Railside, that school’s alumni can reflect and expound on their mathematics experiences. That feeling of belonging and mathematics learning is real.
- How can I protect and nurture my kiddos’ brains? Especially in a city that is as divided and inequitable as San Francisco and with students arriving from the violence and malnutrition of countries like El Salvador, Honduras and Guatemala.
Talk less. If a kiddo can say it or show it, I shouldn’t be saying it or showing it.
If a kiddo can ask about it or argue about it, it is real enough.
Ethnomathematics: How do I take the countries my kiddos come from (El Salvador, Honduras, Guatemala, Mexico, China, Yemen, Russia, Palestine) and look for examples of math there?
I lurk too much on Twitter. Just follow the people already.
Reminder: I need to tell the story right. I need to look back at the standards.
Reminder: There are more ways for families to support their kiddos than just homework support and back to school night.