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Re: [Channel-talkmathhs] desires/gratification of them

From: Jennifer Gwilt <jennifergwilt@wideopenwest.com>
Date: Wed Nov 01 2006 - 20:14:21 EST
X-Mailer: Microsoft Outlook Express 6.00.2900.2869

I kinda feel like one of my students who is failing slow math. I have a
masters degree and have worked in the computer industry for 14 years before
ever setting foot in a public school classroom. My problem is that I almost
can't get through the language of the 2 emails below to understand what the
question is....

Maybe I am too much like my students in slow algebra, I don't know.

Are we looking at the reasons why kids are not successful in Math?

If that is the case, then I can lend my thoughts. If not, maybe a
short/sweet/concise/bulleted list of question may help me understand what is
being requested.

Thanks tons,
Jennifer
----- Original Message -----
From: "Michael Paul Goldenberg" <mikegold@umich.edu>
To: "Discussion list for TEACHING MATH,GRADES 9-12"
<channel-talkmathhs@learner.org>
Sent: Tuesday, October 31, 2006 1:12 PM
Subject: Re: [Channel-talkmathhs] desires/gratification of them

> Am I alone in wondering: a) what prompts your screeds her? b) what you're
> on about, and c) what role teachers, schools as institutions, and
> curricula play in what you describe below? Or are kids just bad, lazy and
> shallow by nature?
> Michael Paul Goldenberg
> 6655 Jackson Rd #136
> Ann Arbor, MI 48103
> 734 644-0975 (c)
> 734 786-8425 (h)
> "Oh, bother," said Pooh, as he chambered another round.
>
> -----Original Message-----
> From: "D. Mark Fette" <dmfette@hughes.net>
> Date: Tue, 31 Oct 2006 06:19:40
> To:"Discussion list for TEACHING MATH,GRADES 9-12"
> <channel-talkmathhs@learner.org>
> Subject: Re: [Channel-talkmathhs] desires/gratification of them
>
> Trick or Treat and happy Halloween! I suppose I should start work on the
> expose', so very quickly (as I am running late to get to work):
>
> The "spirit" of the times, of which I am writing, refers to
> psyco-sociological ethic and the value of work in the minds of our
> students. In general, it is the mode of being which seeks instant
> gratification and stiffles sustained focus and work on tasks/problems. The
> "I-want-what-I-want-when-I-want-it-and-how-I-want-it" philosophy of being
> vis--vis "the the right thing and do the best that you can" causes, at
> best, student apathy and at worst, sabotage of lessons/learning by other
> students through disruptions and various other techniques of monkey-wrench
> throwing. There are under this broad umbrella of topic many subtopics -
> the specific desires of our students that interfere w/ learning...
>
> Gotta go!
>
> peace--->mark
> ----- Original Message -----
> From: D. Mark Fette: <mailto:dmfette@hughes.net>
> To: channel-talkmathhs@learner.org:
> <mailto:channel-talkmathhs@learner.org>
> Cc: Dean M. Fette: <mailto:dfette@esc18.net>
> Sent: Sunday, October 29, 2006 7:46 PM
> Subject: [Channel-talkmathhs] sounds of silence
>
>
> Greetings all! I am hoping that the sounds of silence from the group are
> due to the fact that math teachers rarely have time to do anything much
> else other than grading papers, taking courses, etc. If I offended anybody
> by my last communication, such offense was not intended.
>
> I am starting an expose' to which I hope some of you may wish to
> contribute. It will propose to reveal why teachers cannot teach. Perhaps
> you have noticed that the "paragon" classrooms on the instructional videos
> do not match our realities as teachers, at least not mine. I do wonder how
> Ms. Cho would handle an AEP client, such as I have had in the past and
> continue to have, who is coming down off a 3 day methamphetamine binge.
> There are certainly many other problems I could mention in my reality, but
> I am interested in yours.
>
> I come from a family of teachers. My older brother teaches in a L.A. high
> school; my older sister teaches elementary in New Mexico. When we exchange
> "war" stories, there appears to be common themes to our problems, a
> fundamental "spirit" that seems to be driving problems in education
> leaving "...no child left unscathed..." if I might say so with tongue in
> my cheek. Perhaps the expose' may serve as my last act of defiance against
> this "spirit" before I myself either burn out or accommodate myself to
> having a job rather than a discerned vocation. I think I would rather
> burn. I still have great hopes for my district.
>
> I digress. I will leave you to your papers and/or your sounds of silence.
> I have my own to grade. If you get a chance, rattle your chains in my
> general direction as I am doing to yours.
>
> Peace---->mark
>
> ----------------
>
>
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Received on Thu Nov 2 09:11:23 2006

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