I wait patiently for my turn.
Carrots. Beep. Doritos. Beep. Milk. Beep.
Donned in her green Publix smock, she makes eye contact and small talk with the customer ahead of me as she swipes items across the reader.
Hamburger. Beep. Kale. Beep. Beep. Beep.
She says, “That will be forty-two. twenty-eight” Wincing, she shook her head and said, “No, no wait! It is twenty-eight forty-two.” Smiling sheepishly, she blushes and says “Ugh! I just hate numbers.” The customer, patient and kind, concludes her business at the register and goes on about her way.
I cannot stop myself. Why can’t I stop myself from attempting to put salve on the raw wound that someone else – knowingly or unknowingly – has inflected on this poor young woman? I hear my internal voice say, “You don’t have to fix this. You really can’t fix this. You did not do this.”
I know I should stop myself. I cannot. I softly say, “So I’m a math teacher. It is easy to mix numbers up. Don’t worry.”
And then it happens… again. It breaks my heart a little more every time. Though it is not unexpected, I brace myself for what is coming.
She takes a deep breath. In a painful blurt, she replies, “I did so many posters just so I could pass. She decided that was never going to ‘do’ math well, so she let me create bulletin boards and cut out letters in order to pass. I just hate it. Math was never my thing. Early, we knew that I could not do it, and we created workarounds so I could pass and graduate.”
So then, as always, I apologize for her terrible experience.
I am so sorry.
I am so sorry that any child is led to believe they cannot be successful at math – the language, art, and communication tool that is my love and passion.
I am so sorry that any child is led to believe they cannot be successful.
I seethe inside that any teacher would “extra credit” a child out of learning.
High-purpose environments are filled with small, vivid signals designed to create a link between the present moment and a future ideal. They provide the two simple locators that every navigation process requires: Here is where we are and Here is where we want to go. The surprising thing, from a scientific point of view, is how responsive we are to this pattern of signaling. (Coyle, 180 pag.)
Teachers need to determine the gap between students’ current level of performance or understanding and the expected level of mastery. (Hattie, 66 pag.)
If someone received just three or more touchpoints, or instances, of praise in a single quarter, their performance score in the next review period significantly increased. If they received four or more touchpoints of praise or recognition in a quarter, the retention rate increased to 96 percent over the next year. (Achor, Kindle Locations 1766-1768.)
How might we create more classrooms that are high-purpose environments where teacher clarity empowers learners to close gaps between what is known and what is needed? What if we highlight what is going well to create touch points of praise to embolden learners to reach for a next level?
CULTURE: from the Latin cultus, which means care.
Achor, Shawn. Big Potential: How Transforming the Pursuit of Success Raises Our Achievement, Happiness, and Well-Being (Kindle Locations 1766-1768). The Crown Publishing Group. Kindle Edition.
Coyle, Daniel. The Culture Code: The Secrets of Highly Successful Groups (Kindle Locations 2378-2380). Random House Publishing Group. Kindle Edition.
Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series). SAGE Publications. Kindle Edition.