21 IEP's

Before the start of my first placement, I called up my Associate Teacher to discuss the class I would be teaching in. We spoke of many things, but what stood out for me was the number 21. The number 21 was not the number of students in my class, there were going to be 31 students. 21 was the number of IEP's in my class. IEP means a student with and Individual Education Plan. I told a few of my fellow classmates that I would be teaching in a class with 21 IEP's they were all scared for me. I spoke with my mom who is a grade 4 teacher, and my step-father who is a retired principal..... they were also a little nervous for me..........
I was a little nervous myself.








I was barely able the sleep the night prior to the beginning of my first placement. I kept dreaming that I had 21 wild animals running around my classroom.


So I started my first day, sleep deprived and with a large lump in my throat.






At the end of the first day I had come to the realization that the number 21 meant absolutely nothing. If anything I should have spent more time thinking about the number 31. This is because I had 31 unique boys and girls all eager to learn and participate in their own way.  

Over the course of the 4 weeks that I was in teaching these students, I developed an deep appreciation for each and every one of them.  The IEP's were a bonus. They let me know that these students learn and act differently, than what society would determine the norm.  I however, considered there to be 31 IEP's in my classroom. Every student is an individual, and should thus be aloud and applauded for being such.

3 part math lesson

In my first practicum, I was teaching grade 7/8 Mathematics.  Let me tell you..... It was absolutely AWESOME. Children are incredible, they are sponges that just want to learn. I was fortunate enough to have an Associate teacher who demonstrated to me the wonder of a 3 part math lesson. The following is the criteria for a 3 part math lesson.

I thought teaching math was going to be a drag, I thought that I would be up lecturing for 10 to 15 minutes and then I would assign the students questions from a text book. They would have the rest of the class to complete them and if not done they would be for homework. I recall as a student not understanding a certain concept, others in my class would also be lost and the teacher was unwilling to help. I believe that the teacher had a deep disdain for mathematics and could care less if her students missed the boat. She would just move on and teach the next lesson. I thought that this was the way math was to be taught, and I was a little uneasy when the 3 part lesson was first brought to my attention.

After conducting my first 3 part lesson, I felt like Moses. The seas of understanding parted way for me.

The students were able to interact and help one another throughout the class. Reflecting, Discussing, Observing, and Investigating are just a few of the many ways in which the students interact with one another when learning. I, as the teacher was able to walk around, answering group questions after they had discussed their findings as a team. Giving little prompts when necessary.



The final part of the lesson; consolidation was far and away the most rewarding part of the lesson for the students as well as the teacher. The students were able to present and apply the knowledge that they had learned. They were all little teachers themselves, teaching the rest of the class along with me, the manner in which they came to their answers. This was amazing, because the students were able to demonstrate their findings in ways I hadn't even thought of. This benefited the entire class, for it was a way of teaching some students who had yet to get the entire grasp of the concept being taught, another way to learning it. It also re-affirmed the lesson for a number of students.


In the end the 3 part lesson, should and is the new baseline for mathematical instruction. I have become an advocate of the 3 part math lesson. I will from here on out teach it! Because, I am not the only teacher in the classroom, each and everyone of my students becomes a teacher thanks to the 3 part math lesson.

Multiplying by 11

I have always been intrigued by the number 11. There has always been some unspoken magic regarding this number. I feel as though, more than any other time, I shoot a glance at the clock and it just so happens to be 11:11. I always make a quick wish in my head when I see this time. I have been unable to explain exactly why………

In class on Tuesday, Professor Antosz began speaking of the trick to multiplying by 11.  I for one had never heard of any such trick and was immediately intrigued. The good Professor went up to the blackboard and did a simple multiplication of 14 multiplied by 11. He wrote the number 1  4 on the board. Then with arrows below each number (1) and (4) multiplied them by 1 and then wrote them slightly spaced out. 1       4. Professor Antosz then placed a small + sign between the original 1 and 4, to look like this 1+4. The Professor took the sum of these two number and placed that number (5) in the space between the 1 and 4, to look like this; 1 5 4. BOOM!!!! This is the correct answer to 11 times 14. 

I was amazed, finally the number 11 and all its magic was showing its worth. Unfortunately, being as I am, incredibly pessimistic I wasn’t convinced. I needed more proof. I needed to see this work with larger numbers!! I decided to try, 8738 multiplied by 11.

 

I began by multiplying the first and last numbers by 1 and placing them at opposite ends. Next step was to add the numbers side by side together. I had to carry the 1 a couple times…. The result was……

 96118 the correct answer for 11 multiplied by 8738. Colour me impressed!




Looking back on the the outcome, the trick to multiplying any number by 11 works perfectly well. However, it does not work well with any other number. I played around for quite sometime seeing if any other number possessed the magic that 11 does. I unfortunately came up short.




In conclusion, the trick to 11 is great, fabulous, wonderful,..etc. But we must realize it only works for things multiplied by 11. I don't know about you, but how often in real life scenarios are we multiplying by 11? Groups are usually in 5, 10, or 12.  Even 13 when you ask for a bakers dozen. I do love the scenario for when I teach my grade 4 students their 11 times table. But any other time 11 is still 11...... That does not mean that I won't still be making little wishes when I catch 11:11 on the clock.