Re: meeting the needs of today's students

Bev Broomell (broomell@IX.NETCOM.COM)
Mon, 3 Feb 1997 06:38:09 -0500

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I have a small problem with the concept of elementary teachers sticking
to teaching reading. When my middle son, who is now 27, was in first
grade (class size 35), his teacher would "get to math" after teaching
"ALL of the reading groups". The time would be 2:30 with dismissal at
2:45. If your group was not reading, you did reading exercises -- or
art. His math standardized test scores were in the 10% range, as were
most of his classmates. Fortunately, I teach math and his second grade
teacher loved math and brought him up to speed the next year -- but what
of those many students who did not get Mrs. Bell as their second grade
teacher, or do not have a math oriented parent?

When my youngest son, 19 and special ed, was in first grade (age 5), he
asked many questions at home about subtraction. When he asked me,
"Mommy, what is 2 - 5?" I answered "Negative 3." He went on without a
pause. He accepted the idea of negative numbers. I sent a note to his
teacher letting her know of the incident. I asked that she approach any
questions of that type with a response like, "That can be done, but now
is not the right time. If you want to know more, we can discuss it at
recess (or lunch or during seat work)."

None of my sons have been made to feel "wrong" about investgating math
concepts.

I guess what I am trying to say is, math-negative teachers exist, but
they should not hinder the progress of the student. Many elementary
schools have gone the route of having several teachers at each grade
level and letting each shine in their preferred area -- some teach
reading to students (some of whom are not in the teacher's primary
class), some teach math, some teach social studies.

Getting off my soapbox.
Bev

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Beverly R. Broomell
Associate Professor, Mathematics
Suffolk County Community College
Selden, NY

broomell@ix.netcom.com
broomeb@sunysuffolk.edu

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I have a small problem with the concept of elementary teachers sticking to teaching reading.  When my middle son, who is now 27, was in first grade (class size 35), his teacher would "get to math" after teaching "ALL of the reading groups".  The time would be 2:30 with dismissal at 2:45.  If your group was not reading, you did reading exercises -- or art.  His math standardized test scores were in the 10% range, as were most of his classmates.  Fortunately, I teach math and his second grade teacher loved math and brought him up to speed the next year -- but what of those many students who did not get Mrs. Bell as their second grade teacher, or do not have a math oriented parent?
 
When my youngest son, 19 and special ed, was in first grade (age 5), he asked many questions at home about subtraction.  When he asked me, "Mommy, what is 2 - 5?" I answered "Negative 3."  He went on without a pause.  He accepted the idea of negative numbers.  I sent a note to his teacher letting her know of the incident.  I asked that she approach any questions of that type with a response like, "That can be done, but now is not the right time.  If you want to knowmore, we can discuss it at recess (or lunch or during seat work)." 
 
None of my sons have been made to feel "wrong" about investigating math concepts.
 
I guess what I am trying to say is, math-negative teachers exist, but they should not hinder the progress of the student.  Many elementary schools have gone the route of having several teachers at each grade level and letting each shine in their preferred area -- some teach reading to students (some of whom are not in the teacher's primary class), some teach math, some teach social studies.
 
Getting off my soapbox.
Bev
 
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Beverly R. Broomell
Associate Professor, Mathematics
Suffolk County Community College
Selden, NY
 
broomell@ix.netcom.com
broomeb@sunysuffolk.edu
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