HumaneMaths

  Two Approaches to Teach for Engagement!    I nteractive discussion I had to teach the topic of Probability to grade 11 students. Instead of starting in the usual way I gave them a simple problem and asked them to solve it as they think best. The students were aware of the basic idea and formula of calculating probability and had to be led to the more complex problems. This was a small group of 7 students and they worked as a single group. I was there, and we had hearty discussion on how to do it. Then I increased the level of problem to level 2. They worked again and we kept on discussing. Then I increased the level again to 3 and then to final one, 4. Now the discussions were loud and I was a part of the group. Then after all the debates, I informed them that in order to solve complex problems, Mathematicians have created specialized tools that can be applied. Then I gave them the standard methods and together we mapped them to the type of problems that were in th...

Lesson Outline I am going to be teaching grade 7 maths, the chapter Quadrilateral. This is the lesson where the topic would be introduced. This is a class with special difficulties of language and behaviour. Hence the teaching strategies that I have chosen are ‘sheltered instruction’, ‘flexi grouping’ and ‘co-teaching’. Rationale This is a class with 20 students, with a diverse level of learning needs. Some of them are on an IEP and few are with special education needs. Yesterday when I told them that we will be learning about ‘Quadrilaterals’, several of them looked frightened as they could not pronounce the word. 1 of them, with ADHD, acts out when afraid and I can foresee him being difficult today. The students need to learn about the meaning of the term Quadrilateral and then move on to its properties. This is a tough word to pronounce! If they are afraid of the word itself, I wonder how they will proceed further! As per ( The Hindu , 2012) maths is a subject classified as phobic. ...

  ·         Grade: 8 ·        Subject: Maths ·        Topic: Linear equations in 2 variables (Solving using substitution method) ·        Class Type: Mixed ability My current lesson plan 1.      I would explain the meaning of “Linear equations in 2 variables”. 2.      I would explain how to solve them using substitution method using the board. 3.      I would ask the class to solve problems from textbook. 4.      I would go around the class and help whoever wants help. 5.      Whoever is disturbing or not working will be reprimanded or punished. 6.      I would use the work being done in the class to assess if the lesson objectives were grasped properly or not. 7.      I am in control. Usually in such...

  Student Profile A girl named A in an IB school, grade 6 Maths. According to her data received from parents and previous teachers, she has never been able to do any Maths. My Observations and concerns 1.     She sits very listless in the class. 2.     She generally does not attempt anything. 3.     If she does attempt anything, it is half a problem. 4.     If I call out to her she shrinks. 5.     If I move to her seat quietly, she just says “ma’am” in a tone that tell me “go away”. 6.     Outside the class she is very friendly. Whenever she sees me, she comes for a hug (very common in India for students to seek hugs. Times are changing now though and teachers are asked to be careful of physical proximity). Her hugs are very warm and she holds me for a long time before letting go. I am extremely confused with her “inside negative and outside positive” approach. Plus, I can se...

  Four new trends in education and comparison with the past As per (Seifert, 2009) four new trends have been observed in education lately. Increased Diversity There is a sheer diversity of language, learning spectrum and purpose of education itself. This has always been there but now, due to the sheer size of migration of humanity and evolution in educational awareness it has increased. When I was in school, we were in a melting pot culturally for we studied in a government school, but it was an Indian cultural pot. When I taught at the IB, it was an international cultural pot! In our school, there were (a) slow, (b) average or (c) advanced learners. Today there is a huge spectrum of learners with a clear identity for each. We do not just have smart or non-smart people ( RSA: 21st Century Enlightenment, 2010 , 3.14 ). Increased Educational Technology Our kids are living in the most stimulating age ever due to the presence of the gadgets such as computers, tablets etc (RSA...

          Someone asked me a question, “How did you use technology to change communication when you were teaching?” And I went down memory lane.          I thought of the biggest challenge for us at an IB school, LMS or a Learning Management System?      When I was teaching, I got a job with an IB school in 2006, Pathways Word school (School, n.d.) and it was a turnaround for me. One of the things I was introduced to was the learning management system, (veracross, n.d.). I embraced it fully.      For students, it was a channel of communication of their homework and upcoming assessments. I did away with the school diary and uploaded religiously all classwork and homework on it for them to check. The students were not used to such self-efficacy and would want me to write the homework on the board, like it was done for centuries. I refused and stayed consistent with my approach.      ...