Re: [MATHEDCC] Retention

Bev Broomell (brb@cheerful.com)
Wed, 16 Apr 1997 21:06:46 -0400

When I was a public school teacher in Delaware (1964-66, 1972-77), I
taught concepts and had reasonable results. Students usually put effort
into learning and it paid off.

When I was a public school teacher in New York state (1983-4), I taught
concepts and was soundly chastised for NOT teaching the state Regents
Exam. Two parents called in one day and while one complained that I was
going too fast (Susie can't learn at that fast pace.), the other
complained that I was going too slow (Henry can't possible pass the
Regents if he doesn't have at least 5 weeks of Regents review.). It
should be noted that BOTH students were in the same class! I was a
1-year replacement for a maternity leave and had all of the problem
students (one is currently serving 25-life for the rape and murder of a
14-yr-old in 1989 and was in the class in which I was going too
fast/slow). The state Regents failure rate that year was 20-25% and
mine was 35%. Obviously, I was at fault.

I have taught math in colleges for 19 years and have noticed a marked
decline in student involvement with the learning process. I still have
students who work hard and learn the material. I also have students in
MA01 (Fundamental Skills) who feel that since they have paid for 3
credits, it should count for college credit (even though my special ed
son can surpass their grades). There are students who have told me that
work/social life are more important than studying.

As a colleague has said, "They all deserve a chance to try, but they do
not all deserve the right to pass." Another said, "You can lead them to
the concepts, but you can't make them think!"

Just a few ramblings before Spring Break sets in!

Bev Broomell
Suffolk County Community College
Selden, NY 11784

broomeb@sunysuffolk.edu

(516)451-4270 (voice)
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