Math | BulgingButtons

Monday morning, ugh.

I’m not a fan of Mondays. I’m not a fan of transitions, in general. It took me a long time to realize this about myself, but it’s true.

I used to think that I just didn’t like going to bed, and I don’t, but I don’t like waking up either. I don’t like getting into the shower, but getting out is no fun either. Same with a swimming pool. I love being wet, that’s not the issue. It’s the getting wet that I don’t like, and the getting dry too. Transitions.

The transition from the workweek to the weekend doesn’t seem to bother me as much, though. Go figure. The opposite, however, is a bitch.

Here’s today’s Monday thought catalog:

I have playground duty this morning. Ugh.
It’s cold outside (well, relatively speaking, I know…54 isn’t really that cold), and I have playground duty.
It poured last night, leaving the fields wet and muddy, and it’s cold, and I have playground duty.
My math tests didn’t quite finish scoring themselves.
My students are still struggling terribly with division.
This week we start the dreaded fractions unit.
After school I have a dental appointment.

I realize that not one of these things, by itself, is that big a deal. In fact, the whole collection of them isn’t awful. It’s all in the framing. Maybe I ought to try something like this instead:

I have the chance to get some fresh air before school and chat with the kids.
It’s a brisk morning, so I’ll want to walk around and get some exercise while I’m outside.
There will be plenty of kids on the blacktop to visit with.
I have some time this afternoon to finish scoring the math tests.
I’ve pinpointed the kids who need the most help with division.
Fractions are necessary and kids generally enjoy learning about them, at least at first.
I have good dental insurance and a terrific dental office to take care of me.

That second list is a lot more palatable. I think I’ll go with that one today. I hope your transition into the work week is a smooth one and that you’re able to see your little challenges as speed bumps rather than mountains.

Once upon a time children went to school and memorized poems. They memorized state capitals, multiplication tables, and presidents. They memorized chemical elements, French verb conjugations, and parts of speech. They memorized a lot. Those days aren’t completely gone, but they have certainly changed.

Trends in education have shifted away from rote memorization to concept development and understanding, and in most cases I believe that’s a good thing. If something is important enough to memorize, students should understand its importance. There is also a feeling that we live in an age where information is available at our fingertips through technology, so memorization isn’t so important anymore. Again, in most cases I would agree. Continue reading →