Math

Don’t Practice the Perfect

Posted on May 5, 2012March 6, 2024 by stilllearning2b

As an algebra teacher, I spend much of my day pushing kids beyond what they think they are capable. To no one’s surprise, I am often met with resistance. They would rather practice addition rather than polynomials. They want to practice the perfect.

In the example of algebra students, it is easy to see the absurdity of practicing something one has already mastered to the exclusion of learning something new. However, it is often not so clear in our own lives how frequently we gravitate towards the known rather than explore the edge and delve into the unknown and unmastered. If always do what you know, you will never know anything else. This clicked for me one day in the gym (shocker, I know) when I immediately walked towards the free weights. Again. That was my comfort zone; that was where I knew what I was I doing. Free weights are awesome, but I was slighting myself by not trying anything else. I made a promise to myself to try at least one new exercise machine each visit or try one new move with free weights. And, you know what, I now have added to my “mastered” repertoire and discovered new favorites. If it wasn’t for trying new things, my “I can’t, won’t and I’ll never” list wouldn’t exist and my life would be much duller.

It is comfortable to practice the perfected and scary to be vulnerable by trying something new. We often make excuses, promising to practice something once we improve at it. Think about that. That is like saying I meditate because I have a calm mind, rather than I meditate to have a calm mind. Or, I’m not flexible enough to do yoga, rather than I do yoga to become flexible. Just rearranging those few words entirely shifts the focus and intent of the practice. Th only way to improve is to practice the imperfect.

We often need a push, either internal or external, to delve into the new. Start by being honest with yourself about how you stay in your comfort zone. Then, make a committment to grow in one or more areas. If it helps, try picturing your algebra teacher pushing you along the way:)

Here are some suggestions to help you break out of practicing the perfect:

-Surround yourself with people that have knowledge and interests that differ from yours.

-Sign up for a class. The YMCA and park services usually offer some low-cost and low-committment classes.

-Take suggestions from or just spend time with a kid; they’re usually fearless when it comes to trying new experiences.

-If you’re concerned about trying a new class, start with a similar version designed for the elderly. The welcoming environment and shared wisdom will immediately put you at ease.

-Find someone who can struggle through with you. My students benefit from seeing others in the same boat.

-Find a way to record your progress along the way. Seeing improvement is a huge motivator.

It’s time to stop practicing addition and move on to something that will challenge you to grow. And, no, it doesn’t have to be polynomials.

Variable Moods and Extrinsic Sources of Happiness

Posted on March 30, 2012 by stilllearning2b

For the most part, I try to steer my own happiness. I work to consciously react to situations and choose my mood. I can’t from the one glaring area; however, where my mood is entirely dependent upon external factors: my students’ success.

Of course, it makes sense that I want my students to do well. I spend the better part of a year forming relationships with them and working hard to help them understand algebra (unfortunately, I do more of the work than they do in many of the cases). I find joy in those lightbulb moments where the elegant simplicity of a linear function becomes apparent to them. I grin from ear to ear when I realize that they have learned the power of persisting through a difficult problem and the satisfaction that comes with a hard-won answer. I love to see them mature over the year and learn more about themselves.

So, what’s the problem? The problem is that the success of a middle schooler on any given day is impacted by such variables as the phase of the moon, Justin Bieber’s current hairstyle, the number of vampire movies playing in the theater, and some complicated formula (pretty sure it’s the inverse square) that involves the length of time since the most recent Gears of War was released and the strictness of their parents. I don’t have a whole lot of influence on those things.

My moods can shift like the tides depending upon how my students are performing. When their test scores are up, so am I. When they fail, I feel like I have. The result? My mood takes on the shape of a sine wave, steered by the hands of 8th graders. I take their grades personally, even though I have limited control over them. The times that make teaching worthwhile are when I hear the words, “Thank you for explaining math to me. I get it now.” My goal is for none of them to ever be held back in their goals due to a lack of math comprehension.

I’m sure this is something that parents feel, only on a larger scale. You want your progeny to work hard and be successful, but you have to step back and accept that they will make their own choices. Yes, you have an influence on their choices and successes, but they ultimately are the ones in control of their actions.

As we head into testing season, I am going to work to separate my happiness from my students’ performance. I want to be more clear in my own mind about my role and the limitations of my role. I can take pleasure in what I can control; I know that I have worked hard to reach the students and to make the math accessible to them. I refuse to let a number 2 pencil dictate my mood. But it will be nice if they do well. Maybe if Justin Bieber cuts his hair…

A standard number 2 pencil, unsharpened. Made ... — A standard number 2 pencil, unsharpened. Made by Sanford. (Photo credit: Wikipedia)

Don’t Practice the Perfect

Posted on February 21, 2012March 6, 2024 by stilllearning2b