|
|
Part 4: The Interview
This is a continuation of the special presentation at the annual conference of the Drill and Kill Math Association of America. After confronting a heckler from the audience our math phobic bumps into a reporter waiting backstage for more direct information. We join them just after they have begun to talk.
Reporter: “So. You’ve been taking your message of new math on the road these days. How is that going for you?”
Phobic: “First of all, it isn’t “new math”, and it has been going very well thank you.”
Reporter: “Why is your message different?”
Phobic: “I’m not sure my message is different, but in this era of high stakes testing and high standards we cannot lose sight of what is truly important, that our children are learning. Too often I believe that teachers forget that they are teachers of children first and subject matter last of all.”
Reporter: “So, when someone says they are a ‘math teacher” what do you think?”
Phobic: “I suppose it depends on the way that is said. Sometimes I think to myself ‘Oh, you teach math do you? Does math learn really easily?’ Something a bit catty like that.“
Reporter: “So, if your message isn’t new math, then what exactly are you trying to get across?”
Phobic: “Well, I am an idealist and definitely a champion of the underdog, hence my long involvement in special education. What I want teachers to understand is that kids come first, all kids and that if something doesn’t get through to your kids you have try another way. It’s not good teaching to continue over and over and over again with poor methods that didn’t impart the information in the first place. I tend to hearken back to my own experience with long division and what was probably poor teaching. The best teachers understand that they can create magic, that teaching is an art and a science. The science becomes the nuts and bolts, the classroom management strategies, and the art is the connection you make with your kids, the way you magically weave knowledge into their day or the period in which you have them.”
Reporter: “You must have been some teacher.”
Phobic: “Me? I would say that I liked my kids and I knew how to make things fun, but there are far, far more talented teachers than I ever was. I just have lots of strong opinions about things and having spent the last six years observing children struggling in classes I have come to understand that the problems are often the interaction between the child and the teacher, or the instructional methods used by the teacher.”
Reporter: “That is a strong statement. Don’t you think your audience might find that offensive, that and your occasional grammatical problems in your columns?”
Phobic: “Hey, I’m no professional writer and punctuating as much dialogue as I have been poses a few problems for me, but I’ll get it right because I’m motivated to do so; getting the thing right is meaningful. Now, as to my comment, yes, I suppose many teachers would find it offensive. It’s much easier to blame the kids than to examine one’s teaching methods, but it’s those magical teachers, those talented teachers who aren’t afraid of self-reflection and who don’t take a child’s failure or problems as a personal affront that can really make a difference for kids. Not every child and every teacher make good combinations, and even experienced teachers need to hone their craft. Educators need to be able to check their egos at the door so to speak.”
Reporter: “So, what are you trying to say?”
Phobic: “Oh, please don’t misunderstand or misquote me here. It is important to note, very important to note that no single method or classroom works for every child. Some children will not be able to function well and learn in the fast pace, pressurized environment that general education is becoming. However, every child at least deserves a teacher who meets them half-way.”
Reporter: “You mean in general education?”
Phobic: “Not exclusively no. Sometimes our special educators need to get a clue as well.”
Reporter: “So, if you had a message tonight for your readers, what would it be?”
Phobic: Things in your classroom don’t have to be your way, should not be your way. This is your children’s classroom, make it their way.”
|
|
|
|
||
|
|
|
|
||||||
|
|
|
