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The Tao of An Eyepatch: My Chicken Soup For the Soul Story January 8, 2011

The following story was included in  Chicken Soup for the Soul: Teens Talk Middle School

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Summertime between sixth grade and seventh grade flew by, and I entered my very first year of junior high school.  Suddenly, going to school wasn’t like going to a second home anymore; it was scary. Not only were the kids tougher and meaner, the workload was a lot heavier than it was in sixth grade. I had always been at the top of my class, and seventh grade tracking placed me in with the honors group of kids (aka. The kids with the least discipline problems, the most visible parents, and not necessarily the most apt minds.) In math class, a subject I always considered to be one of my best, my teacher Mr. Comer announced to the whole class that I was a “dumb blonde” which was why I didn’t know an answer. Art was graded. Music involved a lot more than just singing. English consisted of reading large books with small print. And Social Studies, which had always been my worst subject and which remains so (unless it’s the History Channel), proved to be nearly impossible. Not to mention that the school building itself was in shambles, and due to feared gang activity we couldn’t carry backpacks or wear our jackets in school, even in the dead of winter when the heat was virtually off to save money.

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Social Studies and History had always been my worst subjects in school. I just couldn’t seem to grasp them like I could science and math. My very first report card “C” was in sixth grade Social Studies. My teacher told my Mom that it should have been a “D”, but she just couldn’t bear to put a “D” on a report card that was otherwise filled with, and had historically been filled with, “A”s and “B”s. Something about the dates and events that occurred so long ago made Social Studies boring, flat, useless to me. Everyone had to take the subject in seventh grade, and I dreaded every moment I had to spend in my social studies class, doing the homework for the class, and even thinking about having to go to the class. The minutes spent within the confines of the map-plastered walls seemed like decades. Rumor had it that my teacher kept a shot glass of vodka behind the lens of the film projector. Whether or not that was true, and I’m inclined to believe it wasn’t, the class was the most boring extended experience I had ever suffered through up to that point in time. To make eternally worse, I had an enemy sitting next to me in my Social Studies class. His name was Mark, and no I didn’t change his name to preserve his identity just as I didn’t change that bastard Mr. Comer’s name, either. Mark would call me stupid, he would make fun of my teeth and then eventually my braces, he would make fun of my clothes and my hair, and he would get the other kids to laugh at me. He was the worst classroom next door neighbor I had ever had. He was just an evil boy. I didn’t know what to do with such a mean person; I had never encountered one before! The torment spilling from this boy’s mouth was non stop. As if the boredom and impossibility of Social Studies weren’t torture enough, I now had this person to listen to, whose attitude towards me was no doubt egged on by dullness of the class.  Mark had to find something else to do besides nod off, because that would have gotten him into trouble, so he picked on me. 

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One day, just as any other day, I entered the classroom, sat down in my seat, and waited for my daily baptismal of character building. But this day, none came. I looked to my left to gather some clues, and behold! A big, black, Captain Hook eyepatch donned my enemy’s eye!  I could not believe what I was seeing! An eye patch was one of the worse things; worse than a cast, worse than braces, worse that a period stain on the back of your pants! This was my day to shine! This was my day to get him back for all of the torment he had put me through. “Nice eye patch,” I had to say (maybe I said more). “Shut up,” was his reply.  Ahh ha haha! Finally a day where I was the tormenter and someone else was the tormented! I cannot honestly say that it felt good to make fun of him, but what the hell. He did it to me all of the time, and everyone was making fun of everyone else. It was the cool thing to do. Little did I know that later that very day my entire outlook on Life would change forever because of my disapproval of Mark’s eye patch.

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Walking home from school that day was strenuous because it was extremely windy, icy and cold. I really only had about two tenths of a mile to walk home, door to door, but it felt a lot longer because of the wind.   Being early Spring, and not far past a snowy Winter, the streets were still covered with sand which, mixed with wind and a splash of Karma, is a bad cocktail. Sand whipped up off of the street in a mini-tornado and right into my eye. It stung. Reflex shot my hand up to the pain and began rubbing. I kept rubbing and rubbing.  I rubbed my eye the rest of the way home, but the sand would not go away. I kept rubbing.  Finally, after about a half hour of crying and desperately trying to get the sand out without luck, my Mom brought me to the hospital. The doctor told me that I’d be okay, that I’d just scratched my cornea, and that my eye would be as good as new in 24 hours. He fitted me with a giant white gauze eyepatch, which he taped to my face using thick, one foot long pieces of white medical tape that encircled the entire left side of my head. I’d never make fun of anyone again, as long as I lived, even if they did do it first.

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I learned a valuable lesson that day, and even if I could rewrite history, I would keep my eye patch story. I learned that windy day that what goes around really does whip back around, right into your eye or wherever the target might be. When I made fun of my enemy’s eyepatch, I was building up bad Karma that would come back to me in the form of, well, an eye patch. I tend to choose my words much more carefully now, and always know that any negativity (and positivity, for that matter) will return to me. Sometimes, though, I just need to vent and hope that God realizes this. I pay a high price for each lesson I learn, but pay only once. It’s the price I pay for simplicity, and I’ve really taken to simplicity. Simple is good.

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US vs A+ Countries: Breadth vs Depth in Math. Which is better? December 6, 2010

(Click chart to enlarge)

Schmidt, William H., Wang, Hsing Chi., McKnight, Curtis C., J Curriculum Studies, 2005, volume 37, number 5, pages 525–559

 

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Easy Factoring Trinomials…by grouping! November 27, 2010

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When I was a kid in high school, I remember trying seemingly endless combinations of numbers that would factor each assigned trinomial.  Well, you can kiss those hours of work good-bye!  Factoring by grouping is not only faster, it’s SIMPLE!  Just a few steps lie between you and complete trinomial factoring success… 

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YouTube… BLOCKED. Learning Today… BLOCKED! June 6, 2010

 

Sure, there are a lot of videos on YouTube that we don’t want kids watching at school.  But there are a countless videos on the site that can teach in 3 minutes what it would take a teacher a week to teach.  Our kids are visual learners, learning through video is most effective.  

 

For teachers like me who use their LCD projectors extensively to reach our visual learners, having access to YouTube in school would be extremely helpful.  This year, I could have shown videos on solving systems of equations, finding the equations of circles, solving triangles with the trigonometric ratios, and this says nothing of how much I used YouTube myself to get through my graduate Java and Calculus classes! 

 

But because someone made the executive decision that all of YouTube should be banned from everyone within the walls of BPS, I have to hope that TeacherTube- the ungroomed toenail of YouTube- has a video on the topic I am looking for, and moreover, has their search feature organized in way that a search for “algebra” doesn’t bring up “Mrs. Valentine’s Kindergarten field trip to the Museum of Science”.  TeacherTube is not YouTube, it never will be, and it’s a real shame that teachers in BPS cannot log into YouTube to access its wide range of useful educational videos. 

 

In any case, I have posted videos on TeacherTube at the ridiculously long address: http://www.teachertube.com/members/viewProfile.php?user=Shanadonohue

 

They can be watched in school, even if they take 5 minutes to load.  There’s also one other option that[sometimes] allows you to convert YouTube videos to video files to save onto your computer and then show in class.  I stress, though, that it SOMETIMES works:  http://www.forinside.com/  In fact, it’s not even working now.  Blah!  Maybe this one works: http://www.zamzar.com/url/

 

UNBLOCK YouTube!!!  Please!!

 

 

 

 

overkilling negatives? May 8, 2010

 

I know the ruler seems a bit overkill for a simple subject like adding positives and negatives, but I teach 11th grade in Boston and it’s the biggest stumbling block for even my students taking my advanced algebra class.

 

The problem is that kids are taught a “noun-verb” way of solving problems like “-12 + 7″. They are told to find -12 (noun, static number) and count up 7 spaces (verb, movement) to the right to see what number they land on. This is fine in a classroom with a number line taped to the desk, but it doesn’t teach the kids how to think about the numbers and a lot of kids will get this problem, and ones like it, wrong. It only gets worse with “x + 12 = 7 (solve for x)” or “y + 12x = 7x + 3 (solve for y)”. It’s the same problem over and over again, just disguised.

 

The problem with the number line and the “noun-verb” way of solving is that it’s not the way we think. It’s not even the way we are taught in school to solve these problems. In the Boston 7th grade curriculum is a book called “Accentuate the Negative” where the very first page of text has a caption over a kid’s head that reads something along the lines of “I owe my dad $4. I have -$4″. So this business of “owing” comes into play very early.

 

If I owed you $12 (-12) and I only paid you back 7 (+7), how much would I still owe you? Asked like this, it’s a simple problem. You’d count up from 7 until you got to 12, knowing that the answer would be in “owe”, or negative. In school however, the kids are told to start at -12 and count up 7 spaces. This is completely backwards from how we think.

 

So to get to my ruler…. The ZeroSum ruler allows a kid to find -12, find 7, fold the ruler in half and count the space between the two numbers’ absolute values. This is what we do when we are finding out how much someone owes us, and this is really the way we think. In time, and to answer your question about what a kid would do with numbers beyond -25 and +25, a kid would start to see the relationship between positives and negatives and that if you “owe” more than you “pay” (if the negative is further away from break even (zero) than the positive) then the answer will take a negative sign. But it’s really the space between the absolute values we are counting.

 

 

 

So, how much do I owe you? April 19, 2010

 

You friend borrows $22 from you.  He pays you back $15 the next day.  How much does he still owe you?  Asked this way, it’s obvious he owes you $7.  But give a kid the problem -22 + 15, and the answer mysteriously becomes, well, mysterious.  

 

WHY?

  

My students can certainly tell me how much I would still owe if I borrowed $22 and paid just $15 back. Like us, they’d probably count up from 15 to get to 22. But give a student the problem “-22 + 15″, and all bets are off.

  

For this number sentence, we are taught in school to find “-22″ on a number line and count to the right 15 spaces to find the number we land on. But this is not what we do in real life to find out how much someone still owes. There is a huge disconnect here.  In real life, we count up from 15 to 22, keeping a tally on our fingers of how many numbers we pass by.  We would never count up 15 from -22 to find how much someone owes us!  It’s no wonder students have difficulty with negative numbers with the way we are taught!

  

To plug my product, the ZeroSum ruler allows a student to count the spaces from 15 to -22 by folding the ruler in half at the pivot and counting from 15 to +22. When the positives are aligned with their negatives, they’re essentially finding the difference between the absolute values of -22 and 15.  This is the way we think and therefore a more natural way to learn.

 

 

 

 

 
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