Late blog

Hello,

It is almost seven so I'm going to make this quick.

One topic: Math.

We have a little section on calculator use at the beginning of Chapter 2. I gave the kids a calculator crossword. The puzzle gave them math problems to solve, and then required them to flip the calculator around and read the word that the solution spelled when viewed upside down. This word was to be entered in the crossword puzzle.

I liked this puzzle for several reasons:

1. It gave them practice with a calculator
2. It gave us a chance to review and use PMDAS. (Parenthesis first, then multiplication or division, then addition or subtraction)
3. It gave the kids several red flags that would alert them to a problem with their work, so they could go back and try to figure out what they might have done wrong.

This last reason was my favorite part of the puzzle. The biggest problem, however, was how fast our kids wanted to give up. Time after time. 

"Number Four doesn't spell a word!"

"Number Two doesn't have enough letters to fill the boxes!"

"This doesn't make any sense."

"I can't read this."

Students immediately assumed the questions were wrong, that their calculators weren't working, or that they were impossible questions. 

I went around trying to help, but that isn't what students wanted. They wanted answers.

"What have you tried so far? Did you multiply before you added? Did you write the letters down to see if it spelled something?" 

They didn't want to hear these questions. They wanted the solutions.

We talked about it after lunch. My job is prepare them for Jr. High and the world after that. My job is not to save them every time that they struggle. I want them to struggle. I want them to think about what they have done. I want them to figure things out on their own. 

They had problems in front of them that gave them immediate feedback on whether or not they were correct: Not a word: Wrong.  Wrong number of letters: Wrong.   Didn't fit with other letters from other answers: Something wrong.

In my mind that is a beautiful scenario to get people to go back and check their work. For too many in the class those signs were reasons to wave the white flag. 

My help was turned away by several students today. They knew that I was going to question their strategies. They just wanted the answers. 

I didn't collect the page. I don't care about the right answers. I care about them believing in themselves to get out of tough situations. I care about them trying more than once before crying for help. I care about them figuring things out on their own.  

The activity was another eye opener on how tough it is to get kids to check their work. They didn't need a teacher to tell them which problems were definitely wrong, but they still didn't feel like they should try again. I was upset with that effort.

We can't have a generation that backs down from adversity.  What if Edison gave up on his first try? The Wright Brothers? We don't read about the people who gave up. Well, not usually. Tonight you are.

Have a good night.

Mr. Shea