I would like to initiate a discussion around the question
"How do you encourage your students to commuinicate with you?"
Please respond to the list and I will compile the responses in a
file which I will send out to interested list members and contributers.
To start the discussion I would like to share with you one of my
student's responses to a writing assignment I give prior to the
beginning of the semester, which is due at the first class.
I send students in my math classes a letter describing the class
and my cooperative procedures, a syllabus and class schedule, and I ask
them to write a math autobiography in which they are to describe how
they feel about math and explain why, among other topics. I also ask
them to put a headline on their autobiography, which in itself is quite
revealing as you will see below.
Every semester I am impressed by the number of students who share
with me some of their deepest emotions and feelings about their math
anxieties and previous math experiences, simply because I reached out to
them and asked them to. I suspect this is because it is the first time
someone has asked them about their feelings toward a subject. Perhaps by
asking them to write about their feelings I have been able to tap into
an academic area which they feel good about, writing, versus one which
causes great anxiety, algebra. This is the case below.
In addition to helping me gain important insights into student
attitudes the students gain insights into their attitudes and biases
even before the class starts. This enables us to work together to
address their concerns during the semester.
**Do you have a special technique or approach to encourage your
students to communicate with you either in or outside of class?**
Please do not restrict your comments to writing assignments. For
example I give out my e-mail address every semester and a few students
will use it to have conversations with me about things affecting their
lives outside of class as well as to ask questions about class content.
I look forward with great anticipation to hearing from list members
about their experiences and approaches to foster student communication.
Student math autobiography
MATH IN THE TRASH CAN
Math, oh how that single word conjures up so many vivid memories to
my mind. Math, the very word makes me shiver in my shorts. If we were to
start way back in my life, we find math as nothing more than something
to dread. With a large family, some were bestowed athletic ability,
talent for helping animals, poem writing, business sense, and logical
thinking. However, none of these were to be given to me. The shy girl
with the talent for blushing when noticed was not to be found asking why
E equaled MC squared. She was to be just the opposite, and would rather
spend time making shapes out of numbers and using them to decode
messages rather than adding them or subtracting them.
I can recall memorizing my times table, or was that staring at the
dinner table? Alright, I will not tell a lie, I found math more boring
than staring at scuff marks on a dirty floor. I had several problems
with a teacher, (who will not say, because you do not want me to start
on that for fear I may never stop) and she did nothing to improve my
view of numbers and operations. When you are young and you are behind
your friends in classes, it does not help if you find someone who does
not even like to teach the subject, let alone be patient with you.
I have a very short attention span, and find myself thinking too
many throughts at one time. if I get off the subject on this paper or in
the classroom you must excuse me, it has nothing to do with you at all.
To keep myself on the subject I must go back at it again and again. This
also did not go over well with any teachers I have had. By high school
again, we find yet another teacher who is not a help to me, but rather
brings out my cranky attitude toward the subject. This teacher would not
be seen again after her first year, for many reasons (I claim to be
one). Even though I have a definite aversion to the subject and a large
distate for math teachers (no offense intended), I did find one to be a
complete contradiction to all other. This was my first math teachers at
4C's, taken only last semester. After switching down from intermediate
algebra to elementary I discovered a lost technique to teaching that I
have never seen before. I found the class to be helpful in my
self-esteem toward math, that I did not dread one day of going into that
classroom. I have been forced to take a math course every single year
from middle sachool till now. That is the price I pay for being so
behind the average student. Even with all this time added up in math
classrooms I still feel extremely uncomfortable and insecure about my
ability to think mathematically. Therefore, if I am to be seen slumping
in my chair with my head down hoping you don't call on me, it is nothing
personal.
I know I need to take this course not only to raise my general IQ,
to meet my requirements, but to just get it over with and hit a good
level to stop at. For the major I've chosen ()liberal arts) only basic
math requirements are needed. It is not even going to be an issue in the
career I would like to pursue during or once my education is complete. I
have nothing against math, nor the teachers (unless fair reason) it is
simply not a subject nor concept that interests me greatly. My outlet is
creativity, it is writing, math almost seems like a rude challenge to my
artistic nature at times. My ampatience and frustration take hold after
time and I .... well let us say I do not relish the thought of pondering
the same math problem for any extended period of time. If it had not
been for the teacher last semester I probably would not be pursuing any
idea of another math class. Your letter definitely got my attention and
interest and I am actually looking forward to meeting you and starting
this class. Imagine a math teacher who likes to write also.
I have kept my attention on this paper long enough, and my thoughts
are steadily drifting away. I will not say that I look forward to this
semester, or the hours of staring at confusing numbers or signs. But I
will say I do not feel like throwing my math book in the trash again
before I have even opened it. It has proven that just one teacher can
slightly alter a person's perception of a subject. Therefore, I will
give this class the benefit of the doubt and see for myself if there is
anything I can learn here. Hopefully, I might even pass it without
losing my sanity in those pesky binomials.
Your brand spanking new student
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