# Time Crunch #tmwyk

When it comes to bed time avoidance, my daughter pulls out some pretty creative strategies. Recently, she’s started to offer a math inquiry right when that clock is reaching that time, which I have to admit is some clever genius on her part.

Two nights ago she offered the question “How many shows make a whole movie?” I was impressed initially with her identification of this as a math question, but I think perhaps at this point, to her, working with numbers = math. (Her initial guess was 40 shows, by the way) She then prompted me for the length of a show (20 minutes) and length of a movie (2 hours). She remembered from a previous conversation about how many minutes until her babysitter arrived that there are 120 minutes in 2 hours.  There are a number of ways she could have gone about this, because she’s just started thinking multiplicatively and formal division is a ways down the road. And I was less interested in her getting the right answer than I was in discovering the process she used to arrive at her solution.

M:  20+20 is 40 and 40+20 is 60. And 60+60 is 120.

Then she got a little stuck in translating 120 minutes into a number of shows. But I was impressed that she wrote out her information formally as 1 show = 20 min, 2 shows = 40 min and 3 shows = 60 minutes. Place value was a little tricky for her here and I want to be careful not to introduce any standard algorithms at age 6.

I wanted to be careful not to lead her into a formal method of figuring this out, because that would be a quick way to destroy her  desire to make interesting math proclamations. I prompted her with: If 3 shows is 1 hour, then how many shows would be in 2 hours? I’m not sure if that was too much of a leap from what she was thinking about. But she did explain quite beautifully that 3+3 is 6 so 2 hours must be 6 shows.

What I’ve learned: a child’s natural interest in the world runs deep and many times that curiosity relates to mathematics. But that conversation is so delicate when as adults, 6 groups of 20 has such a quick, neat explanation to it. But it’s an explanation that she doesn’t need now and a method that cuts her off from the creative ways she can formulate answers to other similar questions she may have down the road.

The next evening she asked how many seconds are in an hour. And I’d gladly let her put off bed time to let her do some solid math thinking on how to approach that one.

# Highlights from a Hard Year

There really is no two ways about it: this school year has been hard. Really hard. I taught AP stats for the first time, it was my first year as a 6-12 math specialist, and our district piloted new curriculum. I was challenged as a teacher and to be completely honest, as an overall human being over the last 9 months like I couldn’t have predicted. I pride myself in finding the silver lining, always. This isn’t a skill I was born with; it’s something I practice. And this school year had plenty of silver even though it took some polishing to make it shine. But I believe that I have the ability to create happiness from within so I found 10 great things from this year.

Here are my top ten highlights from the 2016-2017 school year:

1. As part of our math professional development, I got to share Principles to Actions with 30 math teachers from across the district.

2. We used M & Ms a LOT in AP Stats. And that was delicious for everyone.

3. I shared this amazing book with tons of teachers with young kids at home.

4. I found a coherent learning sequence for  non-AP stats that is both challenging and engaging.

5. I got to present at NCTM on Stats and Social Justice with this amazing​ human.

6.  I subbed in a theater class and learned a ton about another curricular area and experienced the joy of watching kids be creative.

7. I introduced my algebra class to my spirals.

8. I got this lovely note on teacher appreciation day.

9. I learned so much about the intensity required to teach an AP course with fidelity.

10. I learned to accept change as a natural part of teaching, even if it means letting go of something you don’t want to release

There are 10 school days left for me this year. I know they will be filled with joyful learning, exciting transitions, and some sad goodbyes. But the pool is calling my name for the summer. But I’m eager to dive in to next year’s adventures.

# An Ode to @hazeymath

It’s easy to get attached to co-workers. (Heck, it’s easy for me to get attached to all kinds of people but that’s a story for another blog).  But teacher coworkers are special. You spend an obscene amount of your waking hours with them. They celebrate with you when you experience classroom success, and they talk you through times when lessons become a dumpster fire of failure. That co-worker/friend relationship becomes even more special when you teach a class together. Especially when it’s new. And difficult. Like AP Stats. This was my first year (and our district’s first year) taking on the challenge of 120 AP Stats students. There were many people who helped me when I reached out. Many have been where I am and were more than willing to give advice even when that advice wasn’t very well recieved. (What do you mean you can’t​ use 2 instead of 1.96 as a critical value for a 95% confidence interval!?)

But no one was more supportive and encouraging and helpful than my co-teacher Dianna Hazelton. We muddled through the AP Stats training together even though half of it might as well have taught in Windows wingdings for all I know. We poured over the textbook for hours on end, making sure we knew what we were teaching at least 5 minutes before the kids arrived. We reflected on every test and quiz together, worked through hundreds of problems to make sure the kids had teachers equiped to prepare them for that exam in May. And after the instructional days were done, we still seem to reglarly engage in AP Stats discussions. And through this grueling process of preparing dozens of kids for this exam, our teaching lives became intertwined working toward similar goals with all of our students. And the co-worker/friend relationship becomes more just a friend/friend relationship because in teaching, you become deeply attached to the work you do and to those who share the emotional experience it means to teach an AP class. And I’m more than grateful to have gotten to share this experience with Dianna Hazelton.

But then something unexpected happens and that co-worker, now friend, is leaving. Greener pastures? Not really. Just different for the different grass up in Northern Minnesota. And after the shock wears off, you look around and realize that after working for so hard and so long at something together, it isn’t going to be the same without her there. Yes, someone else hard-working and energetic will take over where Dianna left off and we’ll do more great things with this class together. But there’s truly something special about the relationship you build with that person who was there with you at the beginning. When the formula sheet gave you anxiety because you couldn’t comprehend anything on it even though you were currently teaching it. When the terms “p-value” and “null hypothesis” had meanings unrelated to mathematics and were more like punchlines to a bad joke.

So I want to use this blog post to say thank you to Dianna. Thank you for believing in us, in our students, and in our curriculum. Thank you for sharing yourself, your time and your knowledge so that we both could become better teachers having taken on this challenge. Thank you for endless copies, and countless examples, and never-ending activities to support every student they wanted to give AP stats was shot. There will be a hole in our department when you step out those doors for the last time this June. A hole that can’t be filled with a new teacher and a shiny new ID badge.  It’s a hole that was created by the amazing experience we had together building this class so that all of our students have access to college level courses.

I’m not going to read over this blog to fix any errors. I wrote this straight from my heart to Dianna’s and want it to as authentic as possible. So thank you Dianna. I’m a better teacher than I was before I met you because you cultivated an environment in St Francis High School’s AP stats classes that allows students to really stretch what they are capable of doing in math class. And my warmest well wishes on this next exciting chapter of your life that lies before you.

# We Are Powerless #NCTMAnnual

On Friday, at the NCTM Annual Meeting in San Antonio, I was lucky enough to deliver an Ignite with 9 other amazing classroom teachers.  Each had their own special take on education.  Here is mine: (I will link the video once it is posted to NCTM’s website)

I’ve only got 5 minutes, so strap in for a shock right out of the gate.  Hi.  I’m Megan. I’m a wife, daughter, mother, vegan, dog-lover, and math teacher.

I am also an alcoholic.  This past March marked 5 years of sobriety for me.  But it took me a while to figure out that the principles that keep me sober, also made me a good teacher.  No matter what arena I enter, the 12 steps that helped me put down that first drink pretty much drive every decision I make, both in and out of the classroom.

People often say that the first step is admitting you have a problem.  But there’s more to it than that.  Freedom comes first from admitting something else:  WE ARE POWERLESS.

What do you feel powerless over as an educator?  You can probably easily answer that, but how do we actually rid ourselves of the resentment that comes as a result of that powerlessness?

With the help of a Twitter colleague, David Coffey, I have developed 12 steps for educators, so that we can accept the things we cannot change and develop the courage to the change the things we can.

Step 1:  We admitted we were powerless over the elements of education that we could not control.

Step 2:  We came to believe that the positive powers in our lives could help restore us to sanity.

Step 3:  We dedicated ourselves to continuous contact with these positive influences on a regular basis.Step 4:  We took a fearless and exhaustive inventory of our daily routines as an educator and identified what is in our control and what is not.

Step 5:  We admitted our shortcomings to another human being who can support us on this journey.

Step 6:  We are entirely ready to do the work to change what we can control and let go of what we cannot.

Step 7:  We humbly admit that no matter how hard we work in this profession, we will always have shortcomings.

Step 8:  We made a list of people, including students, administrators, parents, family members, and other educators, that we may have harmed in our quest to control everything.

Step 9:  We work to repair relationships with as many people on that list as possible.

Step 10:  We continue to take personal inventory proceeding fiercely to help change what we are able and let go of what we are not.

Step 11:  We seek constant improvement through connection with our positive forces.

Step 12:  We carry this message to other educators and practice these principles in every classroom we enter.

You can start right now, at this conference, in this room, with these people who help fill our glass with passion, ideas, vision, and clarity in our professional lives.

We admit we are powerless over the fact that Samuel comes from a low-income family, but we accept the power we have to fix that he, along with a disproportionate number of students of color, ends up being tracked in the lowest level of math available to him.

We admit we are powerless over the fact that Patricia has to work everyday after school, but we accept the power we have to change that Patricia doesn’t think she’s a math person.

My call to action is not for you to stop drinking.  In fact, I would like you to raise your class for a toast.  A toast to accepting your powerlessness so that you can focus on making sure every student has access to high level mathematics.

A toast to looking educational inequality in the face and proclaiming you’re no match for a group of educators determined to change the world.  And starting with developing the wisdom to differentiate between what we can control and what we cannot.

A toast to being the mathematicians, fighters of social justice, dog-lovers, plant-eaters, and overall human empathizers that the universe designed us to be.

Thank you, and let’s go change the world.

Special thank you to Matt Larson who emceed this lovely event and Suzanne Alejandre who put together this amazing group of teachers.  And thank you to everyone else in my life who helps fill my glass with positive energy on a daily basis so that I can do this work that means so much to me.

Here’s a link to the 12 steps: 12StepsforEducators

# Always About Math – Eventually

So I picked up a little hobby. It started very innocently and turned into something I can’t put down. (Not surprising to anyone who knows me). It’s crochet.  I think David Butler was the inspiration with his beautifully created crocheted coral reef. Then I turned to scarves and hats and slippers. Four months later, I’m feverishly making animals. Their eyes are a little wonky and the limbs aren’t attached perfectly, but I’m creating things I didn’t think I could.

What’s most interesting as I reflect on what I have made is the process by which I’ve learned this new skill. I started with a YouTube video. I did some chaining. A lot of pausing and rewinding later, I was on to the single crochet – the basic stitch. If this were a typical high school math class, I would be moved onto the double crochet instruction and led to then practice it. Then, once I had that mastered, I could then view the treble stitch, and if I checked enough boxes, I might encounter some enrichment like a crab stitch cluster stitches. But only if I got enough practice with those basic stitches first.

Not surprisingly, this “instruction and practice” method was not how I progressed through my crochet creations. I learned to make them by…actually making them. I made a super terrible looking pig, but figured out my missteps and made another one that I’m more proud to show off. In the process, I learned how to do a popcorn stitch. I made a hat for my daughter that would have fit her 3 years ago, but used it to determine how to make one that fits perfectly.

I understand the need for skill practice. I would consider my trial-and-error attempts at a wearable, usable crocheted item as practice while I’ve seen my craft improve. I often hear the “sports metaphor” used in this situation, that ample amounts of practice shooting, passing, and team building lead to better game performance. In math class, do we ever let the children play the actual game? Or is their only performance that which is on a written exam? Is that the only thing they are practicing for? More tests? But back to crochet…Had I taken the instruction/practice route, I’m sure I’d be better prepared for the crochet Olympics. But in the end, it would have been a whole lot less rewarding and fun.

# Math Has Always Been Political

It’s been a while. Since November, actually. Since the day white people (myself included) had a rude awakening to the state of our country. The day protecting our most vulnerable became undeniably crucial, and combatting bigotry in the classroom went to the top of the agenda.

I want to keep this short. Lots of  great people have already written on this topic and I want to highlight them:

# Sea of White-ness

Sometimes the best conversations in math class happen by accident, but they are cultivated by nurturing a classroom culture of mutual respect and exploration of ideas.

In my non-AP Statistics class, I start class by giving them a graph or infographic and then I allow them to notice and wonder about what they see. Here’s what we did the first day of class to combat imposters masquerading as reputable news sites:  https://docs.google.com/a/isd15.org/presentation/d/1w0rno08VZxNI_6y7TkOdy9_n39yeUyQ2EcC7q5kDHNw/edit?usp=drivesdk

Today, I prefaced the activity by reminding them of the agreed upon norms and letting them know that we would be talking about guns.  (Some background knowledge on this class:  there is a wide variety of abilities and all grade levels are represented in this class.  The makeup of the students doesn’t make addressing a touchy subject easier or harder, but the variety of abilities and ages does make the class unique compared to most traditional math courses.)

Here are the images we examined:

I usually have the students share their favorite noticing and favorite wondering with their team, and then as a group, they decide which one they want to share with the class.  I’m always delighted to see the question “is this data reliable” or “what is the source of the data?” Given recent events [i.e. fake news], these types of questions are vital.

Today, however, that question, what is the source of the data, took an unexpected (but important) turn.  None of the students (nor I) had heard of the National Shooting Sports Foundation.  So we used the Googles and were quickly brought to their website.  We evaluated their “dot org” status, admired their clean, organized website, and read through their mission statement.  It all seemed legit.  I noticed they had a Board of Governors.  And so I said, “Picture in your head what this board of governors looks like.” (I recommend you do the same.)

What ensued was a beautiful discussion about the people who are protected by the second amendment whose faces are not represented by this board of governors and the message that sends to people of color (and women). We as educators (and especially as math teachers) can’t shy away from these difficult conversations.  They can happen with compassion and respect for different points of view while still addressing inequities in society if the students see each other as humans first.  Be brave, we’ve got a world to change.