Pace J. McConkie is a civil rights lawyer and a professor at Morgan State University. He is a native of Utah.
Pace has been a recipient of the NAACP Attorney of the Year award. He is the director of the Center for Civil Rights in Education, which is located at Morgan State University.[1]
Pace has served as assistant attorney general of Maryland and as a counsel for the NAACP.[2] As assistant attorney general, McConkie opposed the starting of an MBA program at Towson University that would compete against Morgan State University.
As a young man, Pace was a missionary for The Church of Jesus Christ of Latter-day Saints (LDS Church) in New Zealand. McConkie has also served as president of the Annapolis Maryland Stake of the LDS Church.
1954 Brown vs. Board of Ed. Education must beprovided to all in equal terms.
1964 Civil Rights Act, title 6, any program receiving federal money must be clear of discrimination.
What is he working on:
Make sure all students are put on "college track" not "school to jail track".
Stop tracking. If a child is put in one slow track, he is usually in more than one low tracks.
Minority students with same test scores as whites are more likely to be put in low tracks.
Saturday, December 5, 2009
Monday, November 23, 2009
Lost at school, R. Greene
A) Kids with behavioral challenges lack important thinking skills.
B) They cannot regulate one’s emotions, consider the outcomes is affecting others, have the words to let people know something is bothering them, and responding to changes in plan in a flexible manner.
C) Kids will do well if they can (not if they want to). A teacher needs to figure out which teaching skills he is missing and teach accordingly.
D) They lack( or can not)-
1) Poor sense of time.
2) Do things in logical sequence
3) Patience or skills in handling challenging, effortful, or tedious tasks.
4) Handling transitions, shift from one mindset or task to another.
5) Gather enough energy to stay on task.
6) Reflect on multiple thoughts or ideas simultaneously.
7) Impulsive (act before thinking carefully) (do not consider a range of
Options)
8) Express needs, concerns in words
9) Understand what is being said.
10) Cannot think rationally if frustrated.
11) Too anxious to problem-solve.
12) Seek attention in appropriate ways.
13) Appreciate how a behavior will affect others.
14) Black and white, difficulty seeing grey
15) Give up own idea and adopt others.
16) Cannot understand and work with a change of plan or focus.
E) Behind every challenging behavior is an unsolved problem or a lagging skill (or both)
F) Analysis of lagging skills and unsolved problems (ALSUP form)
G) Use “collaborative problem solving” steps.
1) Address concerns
2) Solve the issue one by one
3) Teach the skill
4) Reduce challenging behavior
5) Create a helping relationship (Have empathy and make a team out of
tendering a child)
B) They cannot regulate one’s emotions, consider the outcomes is affecting others, have the words to let people know something is bothering them, and responding to changes in plan in a flexible manner.
C) Kids will do well if they can (not if they want to). A teacher needs to figure out which teaching skills he is missing and teach accordingly.
D) They lack( or can not)-
1) Poor sense of time.
2) Do things in logical sequence
3) Patience or skills in handling challenging, effortful, or tedious tasks.
4) Handling transitions, shift from one mindset or task to another.
5) Gather enough energy to stay on task.
6) Reflect on multiple thoughts or ideas simultaneously.
7) Impulsive (act before thinking carefully) (do not consider a range of
Options)
8) Express needs, concerns in words
9) Understand what is being said.
10) Cannot think rationally if frustrated.
11) Too anxious to problem-solve.
12) Seek attention in appropriate ways.
13) Appreciate how a behavior will affect others.
14) Black and white, difficulty seeing grey
15) Give up own idea and adopt others.
16) Cannot understand and work with a change of plan or focus.
E) Behind every challenging behavior is an unsolved problem or a lagging skill (or both)
F) Analysis of lagging skills and unsolved problems (ALSUP form)
G) Use “collaborative problem solving” steps.
1) Address concerns
2) Solve the issue one by one
3) Teach the skill
4) Reduce challenging behavior
5) Create a helping relationship (Have empathy and make a team out of
tendering a child)
Wednesday, October 28, 2009
Sunday, October 18, 2009
愛他！少罵他
愛他！少罵他 聯合報 / 劉墉
內妹帶長子回台， 190公分 的16歲大男生跑前跑後地幫媽媽提東西、用電腦整理資料，羨煞了一群親戚朋友，問她是怎麼教的。
「沒怎麼教！他們 自己 長成這樣。」內妹笑答。
她說得一點沒錯，而且因為工作忙，十幾年來，她連晚飯也沒燒過幾頓。但是每個孩子都很乖，功課也很好。雖然作媽媽的極少去學校參加家長會，卻常接到孩子帶回家的獎狀。
有一天，內妹一家來玩，我看孩子隔不久就這個過去抱抱媽媽、那個跑去親親媽媽。好奇地問四個孩子，為什麼跟媽媽這麼親？
「媽媽愛我們。」四個孩子異口同聲地回答。
◎
太太 常說她的好朋友麗蓮跟我小姨子很像。我小姨子是「牧師娘」，麗蓮則是慈濟的資深義工。小姨子除了成天忙教會，而且每個星期天下午無論颳風下雪，都和丈夫站在紐約街頭傳教。麗蓮則除了四處為慈濟辦活動、到老人中心帶老人唱歌作遊戲，而且每天幫美國政府開車為獨居老人送晚餐。
麗蓮的孩子也長得帥、功課又好。
只是幾年前，我 太太 常聽麗蓮說她兒子的成績從90分、80分、70分到60分，還有不及格的。
妙的是麗蓮一邊說一邊笑得很開心：「多棒！A B C D都有。」
所幸孩子愈大，成績愈進步，現在居然成為全A的資優生。據說有一天麗蓮問孩子為什麼 自己 知道用功了。孩子說：「媽咪從來不給我壓力，還誇我。小時候我沒感覺，但是漸漸長大，開始覺得慚愧，怎麼考那麼爛，媽媽還誇？只好拼命用功。」
◎
看電視新聞節目，報導法院的少年觀護人盧蘇偉，小時候有一次五科才考10分，媽媽認為他智商低，沒責罵，還給他雞腿吃。
盧蘇偉坐在門口啃雞腿，看見同班同學也拿成績單給家長。那鄰居爸爸一張一張翻：「一百、一百、一百、一百，咦？怎麼這個才考90，另外10分呢？」
鄰居小孩指指盧蘇偉：「10分掉到阿偉家去了！」
可是盧蘇偉後來 自己 拼命，考進警察學校，以第三名畢業。更用他小時候力爭上游的經驗，帶領「更生少年」，找回許多迷失的孩子。
◎
我有位朋友的 太太 ，以對子女嚴格聞名。
有一天，她上大學的女兒出去玩，說好11點以前回家。當晚她也有應酬，進門，覺得累，和衣躺在床上，沒想到就睡著了。夜裡一點突然驚醒，想到第二天要來我家聚餐，由她負責的「羅宋湯」還沒燒，趕緊跑去把牛肉丟進鍋裡煮。睡意未消，坐在廚房的椅子上發愣。
這時候女兒悄悄進門了，一眼看見媽媽，嚇得臉都白了，隔了一下，主動向媽媽道歉， 自己 沒能抓準時間，回家晚了，害媽媽操心。
「我從來沒看過女兒那麼真誠地認錯。過去她只會叛逆，跟我頂、跟我吵。」朋友的 太太 第二天聚會時對我說：「可是昨天，我根本沒想到她回家晚了，她卻以為我是坐在那兒等她。」
我笑問她的女兒為什麼那天特別真誠。
小丫頭笑笑：「因為媽媽沒像以前那樣，劈頭就罵我！她如果罵我，我一定叛逆，她不罵我，我反而不好意思了。」
◎
一位朋友中年待業，脾氣特壞，常跟上高中的兒子衝突。
有天一大早，他睡不安，醒了，去做早餐，也順便為兒子打了杯果汁。
校車要來的時候，兒子才衝出臥室。
朋友把果汁遞過去。
兒子一揮手：「我不喝！」就轉身去穿鞋。
朋友那天整夜失眠，身體很弱，沒力氣罵孩子，坐下來，沒說話。
卻見那大男孩已經衝出門，又突然轉身回來，從桌上拿起果汁一飲而盡。
朋友當天晚上問他兒子為什麼早上那麼有良心。
他兒子說：「因為你沒像平常一樣破口大罵。我知道那是你早起特別為我準備的，不喝對不起你。出了門，心不安，所以回來喝掉。」還補一句：「奇怪！我猜我衝出門的時候，背後一定會傳來你的吼聲，你早上為什麼沒吼？你會不會身體不舒服，該去檢查檢查？」
◎
我高中時很不用功，年年兩科不及格，必須補考才能過關。還在校刊上寫文章說：「我要寫詩、我要作畫、我要的是什麼都不在乎！凡我將來不需要的，滾他的蛋！」
同學看了都罵我。文章拿回家，我娘卻猛點頭，說：「寫得真棒！」
直到大學聯考前兩個月，我才知道拼命，熬夜讀書，我娘居然說：「身體重要，別念了！既然喜歡畫畫，不上大學，開個畫室也很好。」
我沒聽她的，一番臨時抱佛腳，居然進了師大。
後來常有人問我的叛逆期是怎麼過的，我都笑說：「我沒叛逆期，只怪我媽不罵我，我沒得叛哪！」
內妹帶長子回台， 190公分 的16歲大男生跑前跑後地幫媽媽提東西、用電腦整理資料，羨煞了一群親戚朋友，問她是怎麼教的。
「沒怎麼教！他們 自己 長成這樣。」內妹笑答。
她說得一點沒錯，而且因為工作忙，十幾年來，她連晚飯也沒燒過幾頓。但是每個孩子都很乖，功課也很好。雖然作媽媽的極少去學校參加家長會，卻常接到孩子帶回家的獎狀。
有一天，內妹一家來玩，我看孩子隔不久就這個過去抱抱媽媽、那個跑去親親媽媽。好奇地問四個孩子，為什麼跟媽媽這麼親？
「媽媽愛我們。」四個孩子異口同聲地回答。
◎
太太 常說她的好朋友麗蓮跟我小姨子很像。我小姨子是「牧師娘」，麗蓮則是慈濟的資深義工。小姨子除了成天忙教會，而且每個星期天下午無論颳風下雪，都和丈夫站在紐約街頭傳教。麗蓮則除了四處為慈濟辦活動、到老人中心帶老人唱歌作遊戲，而且每天幫美國政府開車為獨居老人送晚餐。
麗蓮的孩子也長得帥、功課又好。
只是幾年前，我 太太 常聽麗蓮說她兒子的成績從90分、80分、70分到60分，還有不及格的。
妙的是麗蓮一邊說一邊笑得很開心：「多棒！A B C D都有。」
所幸孩子愈大，成績愈進步，現在居然成為全A的資優生。據說有一天麗蓮問孩子為什麼 自己 知道用功了。孩子說：「媽咪從來不給我壓力，還誇我。小時候我沒感覺，但是漸漸長大，開始覺得慚愧，怎麼考那麼爛，媽媽還誇？只好拼命用功。」
◎
看電視新聞節目，報導法院的少年觀護人盧蘇偉，小時候有一次五科才考10分，媽媽認為他智商低，沒責罵，還給他雞腿吃。
盧蘇偉坐在門口啃雞腿，看見同班同學也拿成績單給家長。那鄰居爸爸一張一張翻：「一百、一百、一百、一百，咦？怎麼這個才考90，另外10分呢？」
鄰居小孩指指盧蘇偉：「10分掉到阿偉家去了！」
可是盧蘇偉後來 自己 拼命，考進警察學校，以第三名畢業。更用他小時候力爭上游的經驗，帶領「更生少年」，找回許多迷失的孩子。
◎
我有位朋友的 太太 ，以對子女嚴格聞名。
有一天，她上大學的女兒出去玩，說好11點以前回家。當晚她也有應酬，進門，覺得累，和衣躺在床上，沒想到就睡著了。夜裡一點突然驚醒，想到第二天要來我家聚餐，由她負責的「羅宋湯」還沒燒，趕緊跑去把牛肉丟進鍋裡煮。睡意未消，坐在廚房的椅子上發愣。
這時候女兒悄悄進門了，一眼看見媽媽，嚇得臉都白了，隔了一下，主動向媽媽道歉， 自己 沒能抓準時間，回家晚了，害媽媽操心。
「我從來沒看過女兒那麼真誠地認錯。過去她只會叛逆，跟我頂、跟我吵。」朋友的 太太 第二天聚會時對我說：「可是昨天，我根本沒想到她回家晚了，她卻以為我是坐在那兒等她。」
我笑問她的女兒為什麼那天特別真誠。
小丫頭笑笑：「因為媽媽沒像以前那樣，劈頭就罵我！她如果罵我，我一定叛逆，她不罵我，我反而不好意思了。」
◎
一位朋友中年待業，脾氣特壞，常跟上高中的兒子衝突。
有天一大早，他睡不安，醒了，去做早餐，也順便為兒子打了杯果汁。
校車要來的時候，兒子才衝出臥室。
朋友把果汁遞過去。
兒子一揮手：「我不喝！」就轉身去穿鞋。
朋友那天整夜失眠，身體很弱，沒力氣罵孩子，坐下來，沒說話。
卻見那大男孩已經衝出門，又突然轉身回來，從桌上拿起果汁一飲而盡。
朋友當天晚上問他兒子為什麼早上那麼有良心。
他兒子說：「因為你沒像平常一樣破口大罵。我知道那是你早起特別為我準備的，不喝對不起你。出了門，心不安，所以回來喝掉。」還補一句：「奇怪！我猜我衝出門的時候，背後一定會傳來你的吼聲，你早上為什麼沒吼？你會不會身體不舒服，該去檢查檢查？」
◎
我高中時很不用功，年年兩科不及格，必須補考才能過關。還在校刊上寫文章說：「我要寫詩、我要作畫、我要的是什麼都不在乎！凡我將來不需要的，滾他的蛋！」
同學看了都罵我。文章拿回家，我娘卻猛點頭，說：「寫得真棒！」
直到大學聯考前兩個月，我才知道拼命，熬夜讀書，我娘居然說：「身體重要，別念了！既然喜歡畫畫，不上大學，開個畫室也很好。」
我沒聽她的，一番臨時抱佛腳，居然進了師大。
後來常有人問我的叛逆期是怎麼過的，我都笑說：「我沒叛逆期，只怪我媽不罵我，我沒得叛哪！」
Friday, October 16, 2009
Math acceleration
Acceleration sometimes means to either omit things should be taught or to rush through those things. These students generally become confused, afraid, and eventually hate mathematics. Parents with money or time can hire tutors to temporarily get the students "rescued". Students without these parents will not get the same help and will fall behind to cause an achievement gap.
Those students falling behind will quickly be lost forever in mathematics. These souls will suffer through many more years of (hard) mathematics. The students who are "rescued" may start feeling that mathematics is hard and not fun any more. Many of them will "hit a brick wall" right about when they start learning algebra2.
If no acceleration is practiced from grades 1 through 8, a student could take algebra1 in 9th, geometry in 10th, and algebra2 in 11th grade. These students will have a good foundation in mathematics to further their studies in the future.
Sometime, we should visit the issue of using calculators in ES and MS.
Those students falling behind will quickly be lost forever in mathematics. These souls will suffer through many more years of (hard) mathematics. The students who are "rescued" may start feeling that mathematics is hard and not fun any more. Many of them will "hit a brick wall" right about when they start learning algebra2.
If no acceleration is practiced from grades 1 through 8, a student could take algebra1 in 9th, geometry in 10th, and algebra2 in 11th grade. These students will have a good foundation in mathematics to further their studies in the future.
Sometime, we should visit the issue of using calculators in ES and MS.
Eight years of teaching
As soon as I started teaching at MCPS, I noticed that minority students tend to be in regular and below-level classes. Most of these students were smart but they were not interested in learning mathematics.Gradually, I started to hear and read about the achievement gap and higher dropout rates amongst minority students especially boys.
One day, I read that "most students who are not doing well do not have even one connected adult in the school that they can attending". Further readings helped me to identify ways of connecting to students who need an adult. After that, I have gone out of my way to connect to "lost" minority students, especially boys. I usually find them from my classes or identify them from previous classes. I would ask them to see me in the mornings and I would encourage them to "go to all classes. work, and respect the teachers". The results have been overwhelmingly positive.
During the past few years, I have become more culturally competent. After reading, learning, and meaningful discussions, I have acquired much knowledge about different culture, groups, and means of operation of them. This knowledge has given me tremendous amount of help in helping students.
I have also learned and practiced "differentiated lnstructions" since more and more classes are going to be heterogeneously grouped in the future. The label of "GY" may not exist in the near future. A successful teacher needs to be able to differentiate in all his classes.
I have been happy to be able to connect to students than "just being a math teacher". I have learned more about their lives and the things they experience on a daily basis.
Much of teaching minority students is to give them hope. We need to tell them that if they make a little positive difference every day, their lives will be much better after five years.
One day, I read that "most students who are not doing well do not have even one connected adult in the school that they can attending". Further readings helped me to identify ways of connecting to students who need an adult. After that, I have gone out of my way to connect to "lost" minority students, especially boys. I usually find them from my classes or identify them from previous classes. I would ask them to see me in the mornings and I would encourage them to "go to all classes. work, and respect the teachers". The results have been overwhelmingly positive.
During the past few years, I have become more culturally competent. After reading, learning, and meaningful discussions, I have acquired much knowledge about different culture, groups, and means of operation of them. This knowledge has given me tremendous amount of help in helping students.
I have also learned and practiced "differentiated lnstructions" since more and more classes are going to be heterogeneously grouped in the future. The label of "GY" may not exist in the near future. A successful teacher needs to be able to differentiate in all his classes.
I have been happy to be able to connect to students than "just being a math teacher". I have learned more about their lives and the things they experience on a daily basis.
Much of teaching minority students is to give them hope. We need to tell them that if they make a little positive difference every day, their lives will be much better after five years.
Tuesday, October 13, 2009
Funny chinese poem
一位山東籍的語文老師，為學生朗讀一首陸遊的古詩，題為《臥春》，要求學生聽寫出來。
語文老師朗讀如下 有位學生聽寫如下
《臥春》 《我蠢》
暗梅幽聞花， 俺沒有文化
臥枝傷恨底， 我智商很低，
遙聞臥似水， 要問我是誰，
易透達春綠。 一頭大蠢驢。
岸似綠， 俺是驢，
岸似透綠， 俺是頭驢，
岸似透黛綠。 俺是頭呆驢
語文老師朗讀如下 有位學生聽寫如下
《臥春》 《我蠢》
暗梅幽聞花， 俺沒有文化
臥枝傷恨底， 我智商很低，
遙聞臥似水， 要問我是誰，
易透達春綠。 一頭大蠢驢。
岸似綠， 俺是驢，
岸似透綠， 俺是頭驢，
岸似透黛綠。 俺是頭呆驢
Monday, October 12, 2009
Some quick ways to mess up your children' lives
Get them addicted to snacks and sweet drinks early.
Convince them that it is a big bad world out there.
Jam learning into their throat before they are ready.
Force them to learn things they do not like (piano, sports,...)
Use TV, Nintendo, Technologies (TNT) to be baby sitters.
Let them use calculators for mathematics.
Let them bring cell phones to schools. (Sorry my students :)
Do not allow them to take up responsibilities. View: http://www.youtube.com/watch?v=7C5Rnb7J3sU
Convince them that it is a big bad world out there.
Jam learning into their throat before they are ready.
Force them to learn things they do not like (piano, sports,...)
Use TV, Nintendo, Technologies (TNT) to be baby sitters.
Let them use calculators for mathematics.
Let them bring cell phones to schools. (Sorry my students :)
Do not allow them to take up responsibilities. View: http://www.youtube.com/watch?v=7C5Rnb7J3sU
Sunday, October 11, 2009
資優的跳級生
人生的風景何必急著壓縮 （家有資優的跳級生）
昨天應邀去上「今晚哪裡有問題」節目當特別來賓，當集的節目主題是「跳級生」。
主角人物是兩個跳級生的家長：蔡爸爸與蔡媽媽，我和另外一位媒體人、還有在建中任教超過三十年的陳美儒 老師，則是搭配的來賓。
整場錄影，簡直是讓我有「傻眼」的感覺。
蔡爸爸與蔡媽媽本身都是相當高水準的知識份子，蔡爸爸是光武工專電機助教、留美高材生，蔡媽媽本身是家管，師範大學公民教育系畢業。
三個孩子中，老大佩真今年以十六歲的年紀，拿下大學指考第四高分，錄取台大電機系，在就學過程中，她兩度跳級，國小跳一次、國中跳一次。老二也是跳級生。
蔡爸爸、蔡媽媽與大家分享他的「學齡前教育法」。
他們說，兩個大的一出生，24小時內就抱回來餵母乳，還未滿月前，她就開始「字卡教學」。
蔡媽媽手繪各式各樣字卡，還有由圓點點組成的「數目圖卡」，從1到99，在每次餵奶前，寶寶哭鬧、最有精神時，在寶寶眼前晃過卡片，告訴寶寶相關的字、數目，然後再餵奶。
蔡爸爸說，三歲前的寶寶有大腦有百分之七十的未開發區域，先給予字卡再給予喝奶，就是教導他「學習」跟給予「獎勵」。接下來，寶寶還未學會走路，家中牆壁就貼滿了數字、九九乘法表，以及國小國語課本裡的課文。
家中所有的家具都貼上中英文字卡，隨時隨地不忘教學。
因此，在蔡媽媽的耐心教育下，蔡佩真一歲就已經識得數字及國字，會用手指出正確位置，兩歲會說話時，就已經會背完九九乘法表，三歲已經可以自行閱讀中英文故事，並在鄰居教導下，學會基礎日文。
她中班以前已經把小學一、二年級的課程上完。
於是，她小學二年級就隨著媽媽到師院附小上六年級的數學課，四年級時跳級至五年級。
國二下再跳國三下，隨即考上北一女中。
蔡爸爸並分享孩子們生活的點滴，包括喜歡打球、打撲克牌，以及他自創的「十分鐘預習法」及一些聯想記憶術等等。
節目結束後，他並送我一張他個人印製的「學齡前教育」的演講DVD。
我當場只能不停的搖頭讚嘆。
我看到的是，一個優秀的媽媽，將所有的精力都放在兒女的教育上，將所有自我的成就都擺在成就兒女上。
但是，我也看到，蔡家父母將所有的心力放在智育的教育下，三個孩子在優秀課業表現的同時，顯然在人際關係上都有極大的問題 不斷的跳級，導致的是在學校裡的寂寞，沒有朋友，還有，人生閱歷顯然較同年紀的孩子貧乏 陳美儒 老師對於這樣的教育行徑十分不贊同，在錄影現場就不停的開砲，導致對方有點小尷尬，因此我的角色其實比較像潤滑劑一般，偶爾開個玩笑，嘲笑自己很懶，沒有辦法這樣教小孩。不過，私底下，我很認同美儒老師的看法。
美儒老師在建中任教三十年，得天下英才而教之，她說了一個故事我覺得很有趣。
她說，有一年建中將所有數理資優的孩子集中在一個班上，那年，那個班上考上了六個台大醫科，十幾個台大電機。
其中有一個「考壞」了的孩子，考上台北醫學院醫學系，放榜當天人就消失不見，大家嚇壞了，後來陳 老師在碧潭橋畔找到了他。
她想說的是，一路順遂、超人一等、資賦優異的孩子，並不見得是快樂的孩子大家在一味追求學業的資賦優異過程中，不該忽略的是孩子的體能教育、品格教育、愛情教育、財物教育、人際關係、以及各種各樣生活中的歷練。
最好笑的，是二十年後， 陳 老師去參加這班同學的喜酒。
在喜宴兼同學會上，眼看當年資賦優異、人人稱頌的這一群大男孩，分坐了兩桌，變成醫生、工程師，並為人夫、為人父，喜酒的菜一上，大家不約而同，紛紛低頭不停的剝蝦。
其中最優秀的那一個男生，自顧自的吃蝦，結果被老婆狠狠的踢了一腳之後，也開始低頭幫孩子剝蝦殼！
哈哈！我在一旁，忍不住大笑！
陳 老師的意思是，「資優又SOWHAT？20年後，他跟一般頭腦普通的男人，並沒有兩樣！
他仍然要在社會上生存，跟家人相處，結婚生子、養兒育女。」
今天我去上MOMO親子台時，忍不住跟現場兒童心理師分享昨天的錄影經過。
他說了一句話我覺得超棒！
他說：「人生的風景有多少？值得我們慢慢享用，何必急著把它壓縮著過完？」
沒錯啊！就是這種感覺！
我並不否定蔡爸爸、蔡媽媽的心血，也認為他們全心為兒女的付出非常值得讚美，但我相信，以他們夫妻倆資質的優秀，即使不在寶寶滿月前就開使用「閃卡」、「字卡」，奮力的教學，他們的孩子一定也可以順利考上北一女、台大電機！我相信，優秀的父母培育出的孩子，在學業上絕對不會差到哪裡去！只是或許多用了一、兩年的時光。
但是，童年的時光何其珍貴？
與其辛辛苦苦的製作閃卡、字卡、數目圖卡，為何不用這樣的時間多跟孩子去溪邊散散步、看看美好的晨光？
與其花費時間教他「媽媽起床、爸爸讀報」的國語課文，為何不多講幾個好聽的故事、讀幾篇優美的詩歌？
與其花時間背九九乘法表，為何不帶孩子看一場好看的電影，看一齣有趣的話劇？
與其讓孩子先讀他還不需要知道的知識，何不帶孩子一起粉刷油漆、擦地洗碗、種花除草，
或是去一趟育幼院、幫忙照顧其他失去父母的幼兒，讓他懂得關心這個社會？
與其在十五歲時就在大學選修課程，為何不鼓勵她多交幾個閨中好友，去逛個街、打個工，讓她培養正常的社交關係？
在全力追求智育的時刻，我看不到的是強調孩子品格的教育、藝文的欣賞與正常的社交培養。
最重要的並且是：生活的歷練缺乏一個十六歲的女孩，正是最甜美的時刻，她應該要有她這個年齡所該有的青春、愛情，擁有運動與社交、懂得追求自己所愛，享有秘密與夢想。
我期望我的女兒十六歲時，除了唸書之外，看到人會主動的打招呼、微笑，對於長輩展現出應有的禮貌，進退得宜，而不是當別人向妳問好時，只知道直楞楞的瞪視對方、沒有任何反應。
我希望我的兒子十四歲時，對於沒看過的環境充滿好奇，到了攝影棚會問東問西，而不是呆若木雞。
我希望我的孩子能夠爬山涉水，懂得探詢世界，求知慾不僅僅限於學業。
我希望她在苦讀ABC時，除了用來看TIME雜誌，更能領略毛姆、莫伯桑筆下的人生縮影。是的，生命何其珍貴？求知何其快樂？我並不急得他們跳躍度過，也不在意是否速成有效，我只希望他們慢慢享受、領略其中美的世界。
看信的好處是可以『增廣見聞』，穫取您平凡的生活不會去想的東西。
如果您收到別人分享給您的好文章，不要吝嗇，您也可以繼續分享給好友，請別忘記我這一份喔 ! !
當我們用心對人時，有心人將以熱情回報您，希望我們都是用心的人，也是有心的人。
昨天應邀去上「今晚哪裡有問題」節目當特別來賓，當集的節目主題是「跳級生」。
主角人物是兩個跳級生的家長：蔡爸爸與蔡媽媽，我和另外一位媒體人、還有在建中任教超過三十年的陳美儒 老師，則是搭配的來賓。
整場錄影，簡直是讓我有「傻眼」的感覺。
蔡爸爸與蔡媽媽本身都是相當高水準的知識份子，蔡爸爸是光武工專電機助教、留美高材生，蔡媽媽本身是家管，師範大學公民教育系畢業。
三個孩子中，老大佩真今年以十六歲的年紀，拿下大學指考第四高分，錄取台大電機系，在就學過程中，她兩度跳級，國小跳一次、國中跳一次。老二也是跳級生。
蔡爸爸、蔡媽媽與大家分享他的「學齡前教育法」。
他們說，兩個大的一出生，24小時內就抱回來餵母乳，還未滿月前，她就開始「字卡教學」。
蔡媽媽手繪各式各樣字卡，還有由圓點點組成的「數目圖卡」，從1到99，在每次餵奶前，寶寶哭鬧、最有精神時，在寶寶眼前晃過卡片，告訴寶寶相關的字、數目，然後再餵奶。
蔡爸爸說，三歲前的寶寶有大腦有百分之七十的未開發區域，先給予字卡再給予喝奶，就是教導他「學習」跟給予「獎勵」。接下來，寶寶還未學會走路，家中牆壁就貼滿了數字、九九乘法表，以及國小國語課本裡的課文。
家中所有的家具都貼上中英文字卡，隨時隨地不忘教學。
因此，在蔡媽媽的耐心教育下，蔡佩真一歲就已經識得數字及國字，會用手指出正確位置，兩歲會說話時，就已經會背完九九乘法表，三歲已經可以自行閱讀中英文故事，並在鄰居教導下，學會基礎日文。
她中班以前已經把小學一、二年級的課程上完。
於是，她小學二年級就隨著媽媽到師院附小上六年級的數學課，四年級時跳級至五年級。
國二下再跳國三下，隨即考上北一女中。
蔡爸爸並分享孩子們生活的點滴，包括喜歡打球、打撲克牌，以及他自創的「十分鐘預習法」及一些聯想記憶術等等。
節目結束後，他並送我一張他個人印製的「學齡前教育」的演講DVD。
我當場只能不停的搖頭讚嘆。
我看到的是，一個優秀的媽媽，將所有的精力都放在兒女的教育上，將所有自我的成就都擺在成就兒女上。
但是，我也看到，蔡家父母將所有的心力放在智育的教育下，三個孩子在優秀課業表現的同時，顯然在人際關係上都有極大的問題 不斷的跳級，導致的是在學校裡的寂寞，沒有朋友，還有，人生閱歷顯然較同年紀的孩子貧乏 陳美儒 老師對於這樣的教育行徑十分不贊同，在錄影現場就不停的開砲，導致對方有點小尷尬，因此我的角色其實比較像潤滑劑一般，偶爾開個玩笑，嘲笑自己很懶，沒有辦法這樣教小孩。不過，私底下，我很認同美儒老師的看法。
美儒老師在建中任教三十年，得天下英才而教之，她說了一個故事我覺得很有趣。
她說，有一年建中將所有數理資優的孩子集中在一個班上，那年，那個班上考上了六個台大醫科，十幾個台大電機。
其中有一個「考壞」了的孩子，考上台北醫學院醫學系，放榜當天人就消失不見，大家嚇壞了，後來陳 老師在碧潭橋畔找到了他。
她想說的是，一路順遂、超人一等、資賦優異的孩子，並不見得是快樂的孩子大家在一味追求學業的資賦優異過程中，不該忽略的是孩子的體能教育、品格教育、愛情教育、財物教育、人際關係、以及各種各樣生活中的歷練。
最好笑的，是二十年後， 陳 老師去參加這班同學的喜酒。
在喜宴兼同學會上，眼看當年資賦優異、人人稱頌的這一群大男孩，分坐了兩桌，變成醫生、工程師，並為人夫、為人父，喜酒的菜一上，大家不約而同，紛紛低頭不停的剝蝦。
其中最優秀的那一個男生，自顧自的吃蝦，結果被老婆狠狠的踢了一腳之後，也開始低頭幫孩子剝蝦殼！
哈哈！我在一旁，忍不住大笑！
陳 老師的意思是，「資優又SOWHAT？20年後，他跟一般頭腦普通的男人，並沒有兩樣！
他仍然要在社會上生存，跟家人相處，結婚生子、養兒育女。」
今天我去上MOMO親子台時，忍不住跟現場兒童心理師分享昨天的錄影經過。
他說了一句話我覺得超棒！
他說：「人生的風景有多少？值得我們慢慢享用，何必急著把它壓縮著過完？」
沒錯啊！就是這種感覺！
我並不否定蔡爸爸、蔡媽媽的心血，也認為他們全心為兒女的付出非常值得讚美，但我相信，以他們夫妻倆資質的優秀，即使不在寶寶滿月前就開使用「閃卡」、「字卡」，奮力的教學，他們的孩子一定也可以順利考上北一女、台大電機！我相信，優秀的父母培育出的孩子，在學業上絕對不會差到哪裡去！只是或許多用了一、兩年的時光。
但是，童年的時光何其珍貴？
與其辛辛苦苦的製作閃卡、字卡、數目圖卡，為何不用這樣的時間多跟孩子去溪邊散散步、看看美好的晨光？
與其花費時間教他「媽媽起床、爸爸讀報」的國語課文，為何不多講幾個好聽的故事、讀幾篇優美的詩歌？
與其花時間背九九乘法表，為何不帶孩子看一場好看的電影，看一齣有趣的話劇？
與其讓孩子先讀他還不需要知道的知識，何不帶孩子一起粉刷油漆、擦地洗碗、種花除草，
或是去一趟育幼院、幫忙照顧其他失去父母的幼兒，讓他懂得關心這個社會？
與其在十五歲時就在大學選修課程，為何不鼓勵她多交幾個閨中好友，去逛個街、打個工，讓她培養正常的社交關係？
在全力追求智育的時刻，我看不到的是強調孩子品格的教育、藝文的欣賞與正常的社交培養。
最重要的並且是：生活的歷練缺乏一個十六歲的女孩，正是最甜美的時刻，她應該要有她這個年齡所該有的青春、愛情，擁有運動與社交、懂得追求自己所愛，享有秘密與夢想。
我期望我的女兒十六歲時，除了唸書之外，看到人會主動的打招呼、微笑，對於長輩展現出應有的禮貌，進退得宜，而不是當別人向妳問好時，只知道直楞楞的瞪視對方、沒有任何反應。
我希望我的兒子十四歲時，對於沒看過的環境充滿好奇，到了攝影棚會問東問西，而不是呆若木雞。
我希望我的孩子能夠爬山涉水，懂得探詢世界，求知慾不僅僅限於學業。
我希望她在苦讀ABC時，除了用來看TIME雜誌，更能領略毛姆、莫伯桑筆下的人生縮影。是的，生命何其珍貴？求知何其快樂？我並不急得他們跳躍度過，也不在意是否速成有效，我只希望他們慢慢享受、領略其中美的世界。
看信的好處是可以『增廣見聞』，穫取您平凡的生活不會去想的東西。
如果您收到別人分享給您的好文章，不要吝嗇，您也可以繼續分享給好友，請別忘記我這一份喔 ! !
當我們用心對人時，有心人將以熱情回報您，希望我們都是用心的人，也是有心的人。
Friday, October 2, 2009
ADHD son OD
Yesterday, I went to a speech.
A mom had a son who is adhd. Son was smart but could not get good grades. He started feeling bad so eventually he started using drugs.
Mom sent him out to a caring private school to finish high school After coming back, he started college and cocane. At 21 he OD'ed.
Teachers with adhd students should encourage students to look at the strong points of adhd people. They are multi-tasking, smart people.
What jobs are good for them?
Wednesday, September 30, 2009
Learn for?
High School
It’s hazy and foggy. The rain and condensation upon the windows almost captures the atmosphere of the classroom. Each student’s face is masked with daze as our teacher displays a profound lack of leadership. I do not like it here. I do not like being confined to a lesson plan while the world outside is just waiting to be pursued. The entire universe is changing rapidly with the exception of this classroom. Day in and day out it is the same thing. Day in and day out I'm imprisoned and acutely aware of my inability to fit in with the rest of the inmates. Do I even want to fit in? I feel the moment I begin to fit in is the moment I regress. My peers, however, do sometimes make me feel as though I'm at fault for wanting something better. One day, though, I will be known for my extraordinary contributions and my peers will understand why I was so different. But for now, it's procedures and multiple-choice. Nothing is innovative, nothing is going to change the world, and nothing is going to revolutionize our society. It is ironic and sad that this place is designed for learning. We are not taught how to put thought into action nor are we taught how to apply the concepts we have memorized. All we hope for is to remember what bubble to fill in come Friday’s test. I do not waste my time studying the formula for triangles divided by squares. No, I study my teacher's mannerisms as the spit accumulates to the left corner of his mouth and I begin wonder how I can turn this into a prose poem.
It’s hazy and foggy. The rain and condensation upon the windows almost captures the atmosphere of the classroom. Each student’s face is masked with daze as our teacher displays a profound lack of leadership. I do not like it here. I do not like being confined to a lesson plan while the world outside is just waiting to be pursued. The entire universe is changing rapidly with the exception of this classroom. Day in and day out it is the same thing. Day in and day out I'm imprisoned and acutely aware of my inability to fit in with the rest of the inmates. Do I even want to fit in? I feel the moment I begin to fit in is the moment I regress. My peers, however, do sometimes make me feel as though I'm at fault for wanting something better. One day, though, I will be known for my extraordinary contributions and my peers will understand why I was so different. But for now, it's procedures and multiple-choice. Nothing is innovative, nothing is going to change the world, and nothing is going to revolutionize our society. It is ironic and sad that this place is designed for learning. We are not taught how to put thought into action nor are we taught how to apply the concepts we have memorized. All we hope for is to remember what bubble to fill in come Friday’s test. I do not waste my time studying the formula for triangles divided by squares. No, I study my teacher's mannerisms as the spit accumulates to the left corner of his mouth and I begin wonder how I can turn this into a prose poem.
Wednesday, September 23, 2009
Wiper
清整雨刷的小秘方
真的很有效！一般我們雨刷輕微損壞時會掃到1條條的水痕，嚴重的是掃過還是水紋，遇到這種
狀況大都會到汽車百貨或是大賣場購買雨刷更換，便宜的1支60幾元貴的1組500元左右， 約3-6個月會換1組，現在只要合夥花10元就可以用4年以上。
step01：到五金行購買800號的水砂紙（1大張約$10）。
step02：我們只需用到約2支手指頭範圍的水砂紙而已 。
step03：先將雨刷拆下，用水砂紙沾濕在水中或沾濕雨刷將雨刷片來回磨4-5次，再用水沖乾淨後裝回雨刷，測試 是否刷的夠不夠乾淨，! 不! 夠的話再來1次。
它最主要是利用水會讓雨刷片較為軟化，再利用水砂紙能在水中磨平的特性，將雨刷片因灰塵及熱所造成的小變形磨平，根據老闆所說它的RV休旅車4年都沒換過雨刷耶，這樣車上準備1小片水砂紙就不怕雨刷刷不乾淨時視線不良的問題。非常棒的知識說，這樣雨刷不但不用常換，還可以刷的更乾淨了
真的很有效！一般我們雨刷輕微損壞時會掃到1條條的水痕，嚴重的是掃過還是水紋，遇到這種
狀況大都會到汽車百貨或是大賣場購買雨刷更換，便宜的1支60幾元貴的1組500元左右， 約3-6個月會換1組，現在只要合夥花10元就可以用4年以上。
step01：到五金行購買800號的水砂紙（1大張約$10）。
step02：我們只需用到約2支手指頭範圍的水砂紙而已 。
step03：先將雨刷拆下，用水砂紙沾濕在水中或沾濕雨刷將雨刷片來回磨4-5次，再用水沖乾淨後裝回雨刷，測試 是否刷的夠不夠乾淨，! 不! 夠的話再來1次。
它最主要是利用水會讓雨刷片較為軟化，再利用水砂紙能在水中磨平的特性，將雨刷片因灰塵及熱所造成的小變形磨平，根據老闆所說它的RV休旅車4年都沒換過雨刷耶，這樣車上準備1小片水砂紙就不怕雨刷刷不乾淨時視線不良的問題。非常棒的知識說，這樣雨刷不但不用常換，還可以刷的更乾淨了
Sunday, September 20, 2009
cancer-vegetarian
長期素食、且生活接近然的佛寺僧尼，
由於體質都偏屬優質弱鹼性，生活接近自然的佛寺僧尼，
由於體質都偏屬優質弱鹼性，所以尚沒有發現罹患癌症的病例。
因此我大膽的斷定在弱鹼性體質的狀態下，
癌細胞是無法生長、甚至是無法生存的。
張先生我建議你從現在起少吃酸性的葷食類，多吃鹼性食物，
另外可吃綠藻和帶殼菱角湯，改變你的體質，
由於體質都偏屬優質弱鹼性，生活接近自然的佛寺僧尼，
由於體質都偏屬優質弱鹼性，所以尚沒有發現罹患癌症的病例。
因此我大膽的斷定在弱鹼性體質的狀態下，
癌細胞是無法生長、甚至是無法生存的。
張先生我建議你從現在起少吃酸性的葷食類，多吃鹼性食物，
另外可吃綠藻和帶殼菱角湯，改變你的體質，
Sunday, September 13, 2009
Sunday, September 6, 2009
Doctor
Dr. H works in a very small town as a doctor for all. He is it so he really does all.
One day, a thief got in his house and trying to steal things. Thief tripped and fell then broke his leg. Thief was laying on the floor in pain and the noise work H. He came downstairs...
What should H do?
He chose to fix the thief's leg. After few hours of operation, the leg was covered with a cast.
What did he do?
He called police to take this man away.
-----------------------------------------------------------------------
A while later, his old wife knocked on the door. (She ran away with a lover few months ago and really hurt H) Her boyfriend got hit by a car and needs urgent care. The patient was brought in...
What should he do?
He worked on the patient. There are three choices:
1. Really heal the wound,
2. Make sure the patient becomes a limp,
3. Make sure the patient become paralyzed.
He did #1.
------------------------------------------------------------------
Few months later, Japanese invaded China. A major general was shot in the chest and needed surgery. This general was the best Japanese warier and it was known to the world.
What should he do? Should he operate on the general?
He appeared at the operating table, stuck his best knife deeply into the chest of the general.....
Why?
One day, a thief got in his house and trying to steal things. Thief tripped and fell then broke his leg. Thief was laying on the floor in pain and the noise work H. He came downstairs...
What should H do?
He chose to fix the thief's leg. After few hours of operation, the leg was covered with a cast.
What did he do?
He called police to take this man away.
-----------------------------------------------------------------------
A while later, his old wife knocked on the door. (She ran away with a lover few months ago and really hurt H) Her boyfriend got hit by a car and needs urgent care. The patient was brought in...
What should he do?
He worked on the patient. There are three choices:
1. Really heal the wound,
2. Make sure the patient becomes a limp,
3. Make sure the patient become paralyzed.
He did #1.
------------------------------------------------------------------
Few months later, Japanese invaded China. A major general was shot in the chest and needed surgery. This general was the best Japanese warier and it was known to the world.
What should he do? Should he operate on the general?
He appeared at the operating table, stuck his best knife deeply into the chest of the general.....
Why?
Cultural Revolution
It seems many students are not learning things they can use in life or work. They are asked to spend much of their time to prepare for tests. (I heard St. John's College does not give out tests and grades. Students just study, learn and graduate. What a concept!!! I wish I went there.)
I told many students about Chinese cultural revolution. People did not need to go to school. They did not work. They did nothing....
Students did not believe that. That is too much fun and unthinkable. Many asked when the next revolution will be here.
Old man and monkies
An old man grows corn. One year, monkeys showed up. They ate the corns and took more. Old man did harvest some but made sure to buy a gun at the end of the year.
The following year was the same thing. Monkeys came and starting to get to the grown corn. Old man held the gun and was ready to shoot. The monkeys looked funny, they liked up at the field but were not eating. Old man came closer and waited. A wolf slowly walked out and he was ready to kill a monkey. The wolf grabbed the leader since the leader was the largest.
Wolf was not eating the leader yet. He bit the tail of the leader to cause pain. He tore bunches of hair off the leader to cause more pain.
Old man was happy to see that something is revenging for him.
The leader was not really hurt but was crying due to the pain. The old man slowly raised his gun, aimed and shot.
Guess who he shot?
Old man shot the wolf. Monkeys left. Old man harvested corn.
--------------------------------------------------------------------------------
Next year came, monkeys showed up during harvest. Old man started picking corn off stalk. He heard the monkeys picking corn at the same time. He somehow regretted that he did not shoot the monkeys. To his surprise, the monkeys picked corn, stacked corn up neatly, and left.
This went on for few years. Old man and monkeys became good friends.
One year, wolves came and was about to attack old man. There were so many wolves that the old man was just about to be torn apart.
All of a sudden, monkeys showed up. The monkeys started fighting wolves. Old man was able to run back to his house and shut the door. (whew)
The next day, he went out to the field.
Guess what he saw?
Bones of the monkeys. Monkeys are no match for wolves. :(
The following year was the same thing. Monkeys came and starting to get to the grown corn. Old man held the gun and was ready to shoot. The monkeys looked funny, they liked up at the field but were not eating. Old man came closer and waited. A wolf slowly walked out and he was ready to kill a monkey. The wolf grabbed the leader since the leader was the largest.
Wolf was not eating the leader yet. He bit the tail of the leader to cause pain. He tore bunches of hair off the leader to cause more pain.
Old man was happy to see that something is revenging for him.
The leader was not really hurt but was crying due to the pain. The old man slowly raised his gun, aimed and shot.
Guess who he shot?
Old man shot the wolf. Monkeys left. Old man harvested corn.
--------------------------------------------------------------------------------
Next year came, monkeys showed up during harvest. Old man started picking corn off stalk. He heard the monkeys picking corn at the same time. He somehow regretted that he did not shoot the monkeys. To his surprise, the monkeys picked corn, stacked corn up neatly, and left.
This went on for few years. Old man and monkeys became good friends.
One year, wolves came and was about to attack old man. There were so many wolves that the old man was just about to be torn apart.
All of a sudden, monkeys showed up. The monkeys started fighting wolves. Old man was able to run back to his house and shut the door. (whew)
The next day, he went out to the field.
Guess what he saw?
Bones of the monkeys. Monkeys are no match for wolves. :(
Bullying-anti
1. Involve all members of the school community.
2. Clarify exactly what bullying is; build your definition.
3. Gain agreement that it is an unacceptable behaviour.
4. Develop clear guidelines on individual responsibility.
5. Expect consistent responses to all known cases.
6. Identify/monitor areas/times pupils identify as being unsafe.
7. Support victims of bullying.
8. Change bullying behaviours.
9. Help bully victims develop appropriate behaviours.
10. Maintaining a safe school is everyone’s responsibility.
2. Clarify exactly what bullying is; build your definition.
3. Gain agreement that it is an unacceptable behaviour.
4. Develop clear guidelines on individual responsibility.
5. Expect consistent responses to all known cases.
6. Identify/monitor areas/times pupils identify as being unsafe.
7. Support victims of bullying.
8. Change bullying behaviours.
9. Help bully victims develop appropriate behaviours.
10. Maintaining a safe school is everyone’s responsibility.
Saturday, August 29, 2009
Sunday, August 23, 2009
Wednesday, August 19, 2009
李躍兒
Parents usually love their babies since babies are so cute. As babies grow, babies start having own thoughts and ways of doing things. Some parents start worrying and become control-freaks.
Many parents do not understand their children but are telling children what to do. This causes problems. Parents need to observe and offer appropriate assistance. (also mentioned in "The Road Less Traveled")
"High-Pressure" parenting will always create problematic children.(now or later)
Simply speaking, there are two parts of a child. The life with characters, then the body that learns. The first part is most important, like the foundation of a good house.
Children should not be learning math or other subjects prior to 6 years old. They should be allowed to play and get a feel of the world, friends, surroundings, and what they are good for.
All learning should be somehow related to life (to avoid being boring).
Parents should allow children learn from making mistakes. We should realize that we all make mistakes everyday.
It seems to me parents who know education and are involved should yield good students. Parents know nothing about education and are not involved might do fine with children because children are left alone to learn. Parents who know nothing about education but get too involved with children will make bad students.
April 20th , 1999 (４２０寧夏擊警案) occurred and suspects came from strict families with frequent physical and mental punishment. Physical punishment will cause many problems later on.
There is creativity in all people, a good teacher can make it work and show. Let's say we are teaching young children how to draw. If we start teaching right away, they will "learn" our way and "creativity is suppressed". For example, if children as asked to draw fish, the pictures are all different. If I show them what a fish looks like, all fish drawn by these children will be similar. (Creativity destroyed)
Many parents do not understand their children but are telling children what to do. This causes problems. Parents need to observe and offer appropriate assistance. (also mentioned in "The Road Less Traveled")
"High-Pressure" parenting will always create problematic children.(now or later)
Simply speaking, there are two parts of a child. The life with characters, then the body that learns. The first part is most important, like the foundation of a good house.
Children should not be learning math or other subjects prior to 6 years old. They should be allowed to play and get a feel of the world, friends, surroundings, and what they are good for.
All learning should be somehow related to life (to avoid being boring).
Parents should allow children learn from making mistakes. We should realize that we all make mistakes everyday.
It seems to me parents who know education and are involved should yield good students. Parents know nothing about education and are not involved might do fine with children because children are left alone to learn. Parents who know nothing about education but get too involved with children will make bad students.
April 20th , 1999 (４２０寧夏擊警案) occurred and suspects came from strict families with frequent physical and mental punishment. Physical punishment will cause many problems later on.
There is creativity in all people, a good teacher can make it work and show. Let's say we are teaching young children how to draw. If we start teaching right away, they will "learn" our way and "creativity is suppressed". For example, if children as asked to draw fish, the pictures are all different. If I show them what a fish looks like, all fish drawn by these children will be similar. (Creativity destroyed)
Sunday, August 9, 2009
Math in Denmark
Met two girls from Denmark on the plane to LA. They are 13 and 14 from a rural area. There is a girl and boy younger in the family. English is poor to medium.
They ride bicycles to school. There are about 8 classes each day. Classes are balanced. There is no soda available in school. They pay about $3.50 for lunch each day. Drug use is not much but they can get the stuff. Drinking is not common amongst friends.
I asked them to do some math:
They can add, subtract and multiply. They both had trouble dividing. They could not add fractions. They could not graph a point or solve a one variable equation.
They ride bicycles to school. There are about 8 classes each day. Classes are balanced. There is no soda available in school. They pay about $3.50 for lunch each day. Drug use is not much but they can get the stuff. Drinking is not common amongst friends.
I asked them to do some math:
They can add, subtract and multiply. They both had trouble dividing. They could not add fractions. They could not graph a point or solve a one variable equation.
Friday, August 7, 2009
Young Learners
Young people are texting many people at a time but task is short. Is this the best way they learn? Should classrooms be structured like it?
Thursday, July 16, 2009
Math curriculum in Taiwan
No calculator is used in all 12 years
G1S1: Count up to 30; Simple shapes; which side is more (blocks); who is taller; add; subtract (2 digits); read analog clock.
G1S2: Count up to 100; move up and down time on an analog clock; +, -; tally to a table.
G2S1: Count and use numbers up to 200; + and - vertically; analog clock, dates; cm; multiply; measure length.
G2S2: Count up to 1000 and work with those numbers; meter; multiplication table; line, plane; tell amount of money; concept of horizontal and vertical; point, edge,face; concept of fractions.
G3S1: Count up to 2000 and + - X / of these numbers. plane shapes (triangle, four sided poligons); perimeter; volume; kg, g; area;; division; compare fractions.
G3S2: 10,000 and under (count and + - X /); time (hr vs. min, min vs. sec); multiply and divide large numbers; angle; circle basics; + - of fractions; mm, decimal numbers.
G4S1:Count under 100,000 and (+ - X /);parallel and perpendicular lines; mixed fractions and operations of; area of squares and rectangles; orders ofoperations; add and subtract time; measure with a protractor; adding angles
G4S2: Switch amongst fractions, percent, and decimals; more conceptual operations of fractions(4 times how much is 4/5); proportion; X and / of decimals vertically; speed; how to truncate.
G5S1: + - X / of all huge numbers; km; + - X / with approximation; work with decimals up to three digits; divide to form a mixed fraction; volume; names and characteristics of different types of triangles and shapes with 4 sides; line graph and bar graph.
G5S2: common factors and common multiples; simplify fractions; numberline; graph decimals and fractions; find area by counting unit squares; area of parallelograms and trapezoids; ton; kg.
G6S1: + - X / of negative numbers; absolute values; exponents; sci. notations; distributive property a (x + y) = ax + ay; solve complex equations with just one variable.
G6S2: Solve linear inequalities; solve systems; graph ordered pares;
graph ax + by = c; inverse variation; variables and functions.
*** Middle School ***
G7S1: distributive, foil,polynomial operations (+ - X /); factoring ax2+bx+c; squareroot; pythagoream theorem; solve quadratic equations.
G7S2:sequence;
geometry: copy line segment, copy angle, area; circle (central angle, arc length, shaded area); polygon( internal angles and area); prism and pyramid (surface area and volume); triangle proofs; perpendicular and parallel line proofs; parallelogram, kite, trapezoids.
G8S1: similar triangles (size and area); similar shapes; circle (tangent, secant, angles)
G8S2: quadratic equations, switching amongst forms and graphing;
Stat, tables, box plots, mean medium mode; probability, sampling.
G9: review of sets, functions, rational and real numbers, XY plane; imaginary numbers and graphing; series, sequence; polynomial operations (alg2 level).
*** High S ***
G10: index; log; trig(up to precalc level).
G11: vectors, matrix used to solve systems of equations; 3D coordinates.
G12: conics; seq; probability; stat (sampling, standard deviation).
G1S1: Count up to 30; Simple shapes; which side is more (blocks); who is taller; add; subtract (2 digits); read analog clock.
G1S2: Count up to 100; move up and down time on an analog clock; +, -; tally to a table.
G2S1: Count and use numbers up to 200; + and - vertically; analog clock, dates; cm; multiply; measure length.
G2S2: Count up to 1000 and work with those numbers; meter; multiplication table; line, plane; tell amount of money; concept of horizontal and vertical; point, edge,face; concept of fractions.
G3S1: Count up to 2000 and + - X / of these numbers. plane shapes (triangle, four sided poligons); perimeter; volume; kg, g; area;; division; compare fractions.
G3S2: 10,000 and under (count and + - X /); time (hr vs. min, min vs. sec); multiply and divide large numbers; angle; circle basics; + - of fractions; mm, decimal numbers.
G4S1:Count under 100,000 and (+ - X /);parallel and perpendicular lines; mixed fractions and operations of; area of squares and rectangles; orders ofoperations; add and subtract time; measure with a protractor; adding angles
G4S2: Switch amongst fractions, percent, and decimals; more conceptual operations of fractions(4 times how much is 4/5); proportion; X and / of decimals vertically; speed; how to truncate.
G5S1: + - X / of all huge numbers; km; + - X / with approximation; work with decimals up to three digits; divide to form a mixed fraction; volume; names and characteristics of different types of triangles and shapes with 4 sides; line graph and bar graph.
G5S2: common factors and common multiples; simplify fractions; numberline; graph decimals and fractions; find area by counting unit squares; area of parallelograms and trapezoids; ton; kg.
G6S1: + - X / of negative numbers; absolute values; exponents; sci. notations; distributive property a (x + y) = ax + ay; solve complex equations with just one variable.
G6S2: Solve linear inequalities; solve systems; graph ordered pares;
graph ax + by = c; inverse variation; variables and functions.
*** Middle School ***
G7S1: distributive, foil,polynomial operations (+ - X /); factoring ax2+bx+c; squareroot; pythagoream theorem; solve quadratic equations.
G7S2:sequence;
geometry: copy line segment, copy angle, area; circle (central angle, arc length, shaded area); polygon( internal angles and area); prism and pyramid (surface area and volume); triangle proofs; perpendicular and parallel line proofs; parallelogram, kite, trapezoids.
G8S1: similar triangles (size and area); similar shapes; circle (tangent, secant, angles)
G8S2: quadratic equations, switching amongst forms and graphing;
Stat, tables, box plots, mean medium mode; probability, sampling.
G9: review of sets, functions, rational and real numbers, XY plane; imaginary numbers and graphing; series, sequence; polynomial operations (alg2 level).
*** High S ***
G10: index; log; trig(up to precalc level).
G11: vectors, matrix used to solve systems of equations; 3D coordinates.
G12: conics; seq; probability; stat (sampling, standard deviation).
Thursday, July 9, 2009
Open Mathematics
by Jo Boaler, Stanford U. (1996)
Students are encouraged to take responsibility for their own actions and to be independent thinkers.
Students work on open-ended projects in mixed-ability groups at all times.
In these classes, very little control or order is imposed.
The lessons have no structure.
Students are encouraged to take responsibility for their own actions and to be independent thinkers.
Students work on open-ended projects in mixed-ability groups at all times.
In these classes, very little control or order is imposed.
The lessons have no structure.
Sunday, June 28, 2009
Differentiated room
. each child is approached as an individual
. teacher teaches the whole child
. teacher continues to develop expertise
. teacher links students and ideas
. teachers strives for joyful learning
. teacher offers high expectations and lots of ladders
. teacher helps students make their own sense of ideas
. teacher shares teaching with students
. teacher strives for student independence
. teacher uses positive energy and humor
. "discipline" is more covert than overt
. teacher teaches the whole child
. teacher continues to develop expertise
. teacher links students and ideas
. teachers strives for joyful learning
. teacher offers high expectations and lots of ladders
. teacher helps students make their own sense of ideas
. teacher shares teaching with students
. teacher strives for student independence
. teacher uses positive energy and humor
. "discipline" is more covert than overt
Helthy Classroom - content
. is relevant to students; it seems personal, familiar, connected to the world they know.
. helps students understand themselves and their lives more fully now, and will continue to do so as they grow up.
. is authentic, offering "real" history of math or art, not just exercises about the subject.
. can be used immediately for something that matters to the students.
. makes students more powerful in the present and in the future.
. helps students understand themselves and their lives more fully now, and will continue to do so as they grow up.
. is authentic, offering "real" history of math or art, not just exercises about the subject.
. can be used immediately for something that matters to the students.
. makes students more powerful in the present and in the future.
Kids in a healthy classroom
Each kid likes all others and different from all others.
Kids need unconditional acceptance as human beings.
Kids need to believe that they can become better than they are.
Kids need help in living up to their dreams.
Kids have to make their own sense of things.
Kids often make their own sense of things more effectively and coherently when adults colaborate with them.
Kids need action, joy, and peace.
Kids need power over their lives and learning.
Kids need help developing that power and use it wicely.
Kids need to be secure in a larger world.
Kids need unconditional acceptance as human beings.
Kids need to believe that they can become better than they are.
Kids need help in living up to their dreams.
Kids have to make their own sense of things.
Kids often make their own sense of things more effectively and coherently when adults colaborate with them.
Kids need action, joy, and peace.
Kids need power over their lives and learning.
Kids need help developing that power and use it wicely.
Kids need to be secure in a larger world.
Students vary in experience, readiness, interest, intellegences, language, culture, gender and mode of learning.
To maximize the potential of each student, a teacher needs to meet each student at hi starting point.
Teachers need to make modifications for students rather than assuming that students will modify themselves to fit the teachers.
Teaching efforts should be based on what "keeps students wanting to learn".
To maximize the potential of each student, a teacher needs to meet each student at hi starting point.
Teachers need to make modifications for students rather than assuming that students will modify themselves to fit the teachers.
Teaching efforts should be based on what "keeps students wanting to learn".
Differentiated classroom, instructions
Assessment is on-going and diagnostic. Teachers need a day-to-day understanding of where students are.
Teacher modifies content, process, and product.
. make up gaps
. change pace
. skip learned stuff
Teacher modifies content, process, and product.
. make up gaps
. change pace
. skip learned stuff
Differentiated Classroom Basics
A teacher begins where the students are, not the front of a curriculum guide. They accept and build upon the premise that the learners differ in many ways.
Different modalities.
Appealing to different interests.
varied rates of instruction.
varied degrees of complexity.
a student competes against himself only.
Different modalities.
Appealing to different interests.
varied rates of instruction.
varied degrees of complexity.
a student competes against himself only.
Thursday, June 25, 2009
Math teaching in US
US math teachers do not teach connections but teach procedures.
We need to change. We should change a bit everyday. After a long time, there will be a big difference and it will stay.
We need to change. We should change a bit everyday. After a long time, there will be a big difference and it will stay.
Monday, June 22, 2009
Integrated math from Glencoe
Four year math integrating algebra1, geometry, algebra2, calculus.
The IMP curriculum looks and feels dramatically different from the
programs that have existed in most schools for many years.
• It is problem-centered.
• It is integrated.
• It expands the content scope of high school mathematics.
• It focuses on developing understanding.
• It includes long-term, open-ended investigations.
• It can serve students of varied mathematical backgrounds in
heterogeneous classrooms.
How the IMP Classroom Is Different
IMP’s rich curriculum and its focus on understanding require changes in the
classroom. The discussion below looks at several aspects of this change:
• An expanded role for the teacher
• A more active role for the student
• Extensive oral and written communication by students
• Both teamwork and independence for students
• Assessment using a variety of criteria
• Use of graphing calculator technology
The IMP curriculum looks and feels dramatically different from the
programs that have existed in most schools for many years.
• It is problem-centered.
• It is integrated.
• It expands the content scope of high school mathematics.
• It focuses on developing understanding.
• It includes long-term, open-ended investigations.
• It can serve students of varied mathematical backgrounds in
heterogeneous classrooms.
How the IMP Classroom Is Different
IMP’s rich curriculum and its focus on understanding require changes in the
classroom. The discussion below looks at several aspects of this change:
• An expanded role for the teacher
• A more active role for the student
• Extensive oral and written communication by students
• Both teamwork and independence for students
• Assessment using a variety of criteria
• Use of graphing calculator technology
Sunday, June 21, 2009
Innovative interventions
Scannella and McCarthy
1. Educators cry for our own frustrations. Sometimes, we cry for those children who are not realizing their greatness.
Education is not about punishment; rather, it is about education, feedback, and self-control.
Self-control is worth ten times as self-esteem.
Students have the resources they need to change.
There is no such thing as failure, only feedback.
If something does not work, do something else.
2. Students usually see too many things at home and at school. They have learned from it.
There is no such thing as a resistant student. Teacher has not figured out what to do yet.
Adults speak like adults.
The student makes new choices.
Do not get mad, get curious.
3. Rapport
People like people who like themselves.
Relationships are all there is.
4. Why do children need to explain to adults all the time?
Meet students in their models of the world.
What motivates people?
How is personality connected to student behavior and motivation?
5. What you see depends on what you thought before you looked.
Believes drive behavior.
You can not solve a problem on the level it appears.
Confusion precedes clarity.
Trick students to give up believing below.
I am not very smart.
I see school useless.
I can not figure out how to study.
I have failed many tests.
I have no place to study.
6. Look at anything from a different point of view.
stubborn vs. determined.
7. How we spend our days is how we spend our lives.
Work hard, do well, be smart.
Shape behavior instead of modifying behavior.
Praise efforts, not intelligence.
Focus on self-control, not self-esteem.
1. Educators cry for our own frustrations. Sometimes, we cry for those children who are not realizing their greatness.
Education is not about punishment; rather, it is about education, feedback, and self-control.
Self-control is worth ten times as self-esteem.
Students have the resources they need to change.
There is no such thing as failure, only feedback.
If something does not work, do something else.
2. Students usually see too many things at home and at school. They have learned from it.
There is no such thing as a resistant student. Teacher has not figured out what to do yet.
Adults speak like adults.
The student makes new choices.
Do not get mad, get curious.
3. Rapport
People like people who like themselves.
Relationships are all there is.
4. Why do children need to explain to adults all the time?
Meet students in their models of the world.
What motivates people?
How is personality connected to student behavior and motivation?
5. What you see depends on what you thought before you looked.
Believes drive behavior.
You can not solve a problem on the level it appears.
Confusion precedes clarity.
Trick students to give up believing below.
I am not very smart.
I see school useless.
I can not figure out how to study.
I have failed many tests.
I have no place to study.
6. Look at anything from a different point of view.
stubborn vs. determined.
7. How we spend our days is how we spend our lives.
Work hard, do well, be smart.
Shape behavior instead of modifying behavior.
Praise efforts, not intelligence.
Focus on self-control, not self-esteem.
Wednesday, June 17, 2009
Math acceleration
Just Saying No–to Accelerated Math
June 10, 2008 by SwitchedOnMom
Last week the Washington Post ran a story on the a topic I’ve blogged on before: the uneasiness many parents are feeling about willy-nilly math acceleration in MCPS. You can read the story, “Accelerated Math Adds Up to a Division over Merits,” (yuk, yuk) here.
While parents support rigor and the opportunity for acceleration, many are uneasy that it’s being approached backwards, being carried out by fiat. The word has come down from on high that students who complete algebra before high school are more “successful.” Thus it should be so–regardless of whether there are/exist numbers/percentages of students to meet these targets (20% of 6th graders, 40% of 7th graders, 80% of 8th graders taking algebra in 8th grade). To make it so, the math curriculum is being back-mapped into elementary school, with acceleration starting abruptly in 2nd grade. As the article notes, concern seems to be greatest in the less affluent “red zone” schools.
The result–at least what I’m hearing anecdotally–is kids who are rushed through a compacted curriculum, who are stressed out, and who have decided that they aren’t good at math and in fact hate it. Down the line, there are reports of a watered down algebra and kids with weaknesses who fall apart when they hit Algebra 2 in high school and lack a truly solid footing in math.
Last night I had dinner with a good friend. She told me she had informed the “math content specialist” that her 4th grader (who has been doing combined 5th and 6th grade math this year) was going to repeat the same level math class next year. (Her child was in agreement and parents have ultimate say on placement.) The content specialist said it should be no problem.
A few days later, however, the mom got word that the principal wanted to see her. She went into a meeting with the principal, vice principal and math content specialist. To her surprise, the principal was under the impression that it was the mom who had requested the meeting. She told the principal that no, they were the ones who had requested to meet with her. The principal then asked why she wanted her child to repeat math next year, as the grades on the cumulative unit tests (which he had in front of her/him) were quite good. (It should be noted that the school thinks “mastery” is earning a “C.”)
To the prinical’s astonishment the mom said that in her opinion the scores were essentially meaningless. The tests were given over two days, and her child had confided that she had been told by the teacher which questions were wrong–and which he/she needed to answer correctly the next day in order to get a higher grade. The principal sputtered that the mom had just robbed her/him of any argument against the mom’s decision. The principal was clearly not pleased and as the mom was leaving told the others present to stay behind.
The only question is, was the principal angry that the testing was being manipulated? Angry that she/he didn’t know that the data was being manipulated? Angry that there would now be one less child on the accelerated math track? Angry that a parent had discovered this? Some of this? All of this?
June 10, 2008 by SwitchedOnMom
Last week the Washington Post ran a story on the a topic I’ve blogged on before: the uneasiness many parents are feeling about willy-nilly math acceleration in MCPS. You can read the story, “Accelerated Math Adds Up to a Division over Merits,” (yuk, yuk) here.
While parents support rigor and the opportunity for acceleration, many are uneasy that it’s being approached backwards, being carried out by fiat. The word has come down from on high that students who complete algebra before high school are more “successful.” Thus it should be so–regardless of whether there are/exist numbers/percentages of students to meet these targets (20% of 6th graders, 40% of 7th graders, 80% of 8th graders taking algebra in 8th grade). To make it so, the math curriculum is being back-mapped into elementary school, with acceleration starting abruptly in 2nd grade. As the article notes, concern seems to be greatest in the less affluent “red zone” schools.
The result–at least what I’m hearing anecdotally–is kids who are rushed through a compacted curriculum, who are stressed out, and who have decided that they aren’t good at math and in fact hate it. Down the line, there are reports of a watered down algebra and kids with weaknesses who fall apart when they hit Algebra 2 in high school and lack a truly solid footing in math.
Last night I had dinner with a good friend. She told me she had informed the “math content specialist” that her 4th grader (who has been doing combined 5th and 6th grade math this year) was going to repeat the same level math class next year. (Her child was in agreement and parents have ultimate say on placement.) The content specialist said it should be no problem.
A few days later, however, the mom got word that the principal wanted to see her. She went into a meeting with the principal, vice principal and math content specialist. To her surprise, the principal was under the impression that it was the mom who had requested the meeting. She told the principal that no, they were the ones who had requested to meet with her. The principal then asked why she wanted her child to repeat math next year, as the grades on the cumulative unit tests (which he had in front of her/him) were quite good. (It should be noted that the school thinks “mastery” is earning a “C.”)
To the prinical’s astonishment the mom said that in her opinion the scores were essentially meaningless. The tests were given over two days, and her child had confided that she had been told by the teacher which questions were wrong–and which he/she needed to answer correctly the next day in order to get a higher grade. The principal sputtered that the mom had just robbed her/him of any argument against the mom’s decision. The principal was clearly not pleased and as the mom was leaving told the others present to stay behind.
The only question is, was the principal angry that the testing was being manipulated? Angry that she/he didn’t know that the data was being manipulated? Angry that there would now be one less child on the accelerated math track? Angry that a parent had discovered this? Some of this? All of this?
Tuesday, June 9, 2009
Health Food
1. Should I do aerobics? No, your heart will only beat so many times in life. If you make it beat faster, you will die younger.
2. Swimming is good for weight control? No. Look at the body shape of a fish or whale.
3. French fries are bad. No problem. Potatoes are vegetables and fried in vegetable oil.
4. I should not eat beef. Beef is good. Cows are vegetarians. Eating beef is a quicker way of eating vegetables.
5. Alcohol is bad. It is good. Wine is made of grapes, very good fruit.
2. Swimming is good for weight control? No. Look at the body shape of a fish or whale.
3. French fries are bad. No problem. Potatoes are vegetables and fried in vegetable oil.
4. I should not eat beef. Beef is good. Cows are vegetarians. Eating beef is a quicker way of eating vegetables.
5. Alcohol is bad. It is good. Wine is made of grapes, very good fruit.
Monday, June 8, 2009
Black Masculinity in Teaching and Learning
(Taken from book, Diversity and Education" by H. Richard Milner
Black males are not likely to admire high achieving black males. Black males students are less understood by teachers so they are suspended more and put on lower tracks frequently.
Intervention strategies for black males:
1. Recruit successful black males to mentor black boys. Show successful blacks as role models.
2. Parent/guardian contract. Make these adults responsible as "academic guardian".
3. Create school or after school programs for blacks to participate. Drama, music, art, sports, technology.
4. Make sure teachers are familiar with "black male experience".
5. Teachers should teach blacks where they are then guide students to where these students have never dreamed of going.
6. Teachers should be trained on cultural awareness.
7. Revamp the special education referral process.
8. Train teachers on recognizing "giftedness" in minority students.
9. Recruit and support male teachers.
10. High expectations for black male students.
Black males are not likely to admire high achieving black males. Black males students are less understood by teachers so they are suspended more and put on lower tracks frequently.
Intervention strategies for black males:
1. Recruit successful black males to mentor black boys. Show successful blacks as role models.
2. Parent/guardian contract. Make these adults responsible as "academic guardian".
3. Create school or after school programs for blacks to participate. Drama, music, art, sports, technology.
4. Make sure teachers are familiar with "black male experience".
5. Teachers should teach blacks where they are then guide students to where these students have never dreamed of going.
6. Teachers should be trained on cultural awareness.
7. Revamp the special education referral process.
8. Train teachers on recognizing "giftedness" in minority students.
9. Recruit and support male teachers.
10. High expectations for black male students.
Needs of Struggling Learners
Everyone does some things really well. It is important to find those things.
1. People overlook the strength of these learners.
2. Spend too much time remediating what they do not do well. (Not working on what they do well)
3. Just learn enough of the "big picture" without all the details.
4. Use many avenues of learning.
5. See with eyes of love. Tolerate
1. People overlook the strength of these learners.
2. Spend too much time remediating what they do not do well. (Not working on what they do well)
3. Just learn enough of the "big picture" without all the details.
4. Use many avenues of learning.
5. See with eyes of love. Tolerate
Needs of Advanced Learners
1. Become mentally lazy.
2. Grades are important. Being praised is important.
3. Perfectionist. Do not want to risk getting things wrong. Avoid trying to avoid failure. Worry too much. Eating disorder.
4. Never developed learning skills or coping skills.
2. Grades are important. Being praised is important.
3. Perfectionist. Do not want to risk getting things wrong. Avoid trying to avoid failure. Worry too much. Eating disorder.
4. Never developed learning skills or coping skills.
Thursday, June 4, 2009
一日喝牛奶太多也不好
一日喝牛奶太多也不好。
老鼠大约活两年左右。假如食物中有 20%* 牛奶蛋白质 (Casein from milk)， 两年後 100% 不是已经死于肝腫瘤就是快死了.(書中第 61 页)
假如食物中只有 5%* 蛋白质, 老鼠過了两年还是活得很好.
假如食物中有 20%* 植物蛋白质如大豆或麥的制品,腫瘤(foci, 書中第 54 页)倒是很少生長. (書中第 60 页)
假如長了腫瘤馬上停止吃牛奶蛋白质, 腫瘤就很快的不见了.(書中第 56 页)
* 12% 蛋白质是美国政府建議每日吃的量(RDA).
摘錄自 "China Study". 作者: Campbell. http://www.amazon.com/China-Study-Comprehensive-Nutrition-Implications/dp/1932100660/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1224876604&sr=8-1
老鼠大约活两年左右。假如食物中有 20%* 牛奶蛋白质 (Casein from milk)， 两年後 100% 不是已经死于肝腫瘤就是快死了.(書中第 61 页)
假如食物中只有 5%* 蛋白质, 老鼠過了两年还是活得很好.
假如食物中有 20%* 植物蛋白质如大豆或麥的制品,腫瘤(foci, 書中第 54 页)倒是很少生長. (書中第 60 页)
假如長了腫瘤馬上停止吃牛奶蛋白质, 腫瘤就很快的不见了.(書中第 56 页)
* 12% 蛋白质是美国政府建議每日吃的量(RDA).
摘錄自 "China Study". 作者: Campbell. http://www.amazon.com/China-Study-Comprehensive-Nutrition-Implications/dp/1932100660/ref=pd_bbs_sr_1?ie=UTF8&s=books&qid=1224876604&sr=8-1
Differentiated Classroom - Why
1. If a lesson is good for "standard issue" students, it is not good for other students.
2. There is no substitute for high-quality curriculum and instructions.
3. Build a bridge between "learner" and "learning" for each individual learner for life.
2. There is no substitute for high-quality curriculum and instructions.
3. Build a bridge between "learner" and "learning" for each individual learner for life.
Differentiated classroom is
1. Proactive - Teacher needs to know the kids and tailor instructions.
2. Qualititive but not just a lot of work for all. (A student who knows this math does not need to practice with 50 problems of this kind)
3. Evaluating all the time. Is it working? What can be modified?(not just a unit test after everything)
4. Multiple Approaches to content, process, and product.
5. Student centered. Interesting. Relevant. Teacher will eventually make students responsible for learning.
6. Instruction is whole class, groups, individual. (Keeps changing amongst those three)
7. Organic Classroom is dynamic. Teacher and students collaborate, make course-corrections, re-grouping, re-evaluating all the time.
2. Qualititive but not just a lot of work for all. (A student who knows this math does not need to practice with 50 problems of this kind)
3. Evaluating all the time. Is it working? What can be modified?(not just a unit test after everything)
4. Multiple Approaches to content, process, and product.
5. Student centered. Interesting. Relevant. Teacher will eventually make students responsible for learning.
6. Instruction is whole class, groups, individual. (Keeps changing amongst those three)
7. Organic Classroom is dynamic. Teacher and students collaborate, make course-corrections, re-grouping, re-evaluating all the time.
Differentiated classroom is NOT
1. It is not the individualized plan for each student done in the 70s. It is not assuming students are at different levels so they are taught at different levels.
2. Not a chaotic classroom. (Develop ground rules with students)
3. Not fixed grouping. (Do flexible grouping so low groups are not always the same people)
4. Not teaching students at their levels. (Teach high to all)
2. Not a chaotic classroom. (Develop ground rules with students)
3. Not fixed grouping. (Do flexible grouping so low groups are not always the same people)
4. Not teaching students at their levels. (Teach high to all)
Tuesday, June 2, 2009
Taiwan, Be Proud
chanced upon these two articles and I believe, after reading them, you will feel as proud as I am:
http://www.wretch.cc/blog/moer23/21051159
http://www.washingtonpost.com/wp-dyn/content/article/2007/11/29/AR2007112901887_pf.html
If you have trouble with the second link above you may try an alternative here:
http://www.furl.net/item/30148469/cached
Travel to Asia?
http://www.wutravel.com?a_aid=40c0aaa1
http://www.wretch.cc/blog/moer23/21051159
http://www.washingtonpost.com/wp-dyn/content/article/2007/11/29/AR2007112901887_pf.html
If you have trouble with the second link above you may try an alternative here:
http://www.furl.net/item/30148469/cached
Travel to Asia?
http://www.wutravel.com?a_aid=40c0aaa1
Sunday, May 31, 2009
Brian
At around noon July 3oth, 1983, Jean's water broke at home. I drove her from Neenah Wisconsin to Appleton Memorial Hospital. I had to stop on highway 41 to help her breathing at times. Her own OB doctor was playing a soccer match and he got to the hospital 15 minutes past 1:37 p.m., time of delivery of Brian Michael Hsu. Jean picked the names.
Things were going well while he stayed in the hospital. We were warned that he has jondace and he should get plenty of sunshine. We tried our best to get rid of that situation and eventually it was decided that Asian babies might have a higher count just because...
In many ways, he was a happy baby and easy to work with. After he was a month old, we moved to Minneapolis Minnesota with a new job. We lived in an apartment and we could not get him to sleep at night. He would wake us up every hour and we did not know what to do. Some wise person told us to leave him alone for 2 or 3 hours at a time. He gradually accepted that and life became easier. One of my favorite picture of him at that age was this one with him taking a bath at the sink.
It gets really cold in Minnesota. We tried to fit in but it was hard. Jean finally brought him back to Taiwan where is warm. I missed him a lot during those five months. They came back around April 5th 1984. At that time, I found a new job working in Atlanta. We drove down via Dallas Texas to see Clarence Teng, Jean's brother's family. These pictures on high chair were taken prior to leaving Minnesota.
Georgia was a nice place. We met many good Chinese friends such as the Liu's(王竹君). Their children were maybe 8 and 5 so they were playing with Brian. Our neighbor on Lowe Trail had a son, John Mark, maybe one year older than Brian. Brian enjoyed it there.
Around February or March of 1985, Jean was overloaded by the twins and was told to rest in bed. I needed to work so Brian was sent to a Chinese mom to spend the day. He did not like that so Jean's parents arrived to help us. Thanks to them, we survived and twin girls were born on July 22nd.
It took Brian a while to get used to having sisters around. However, I took a new job with EDS/GM in Detroit so I was away weeks at a time. Children lived with mom and grand parents and things were fine. However, I missed Brian and he missed me.
One time, Brian got upset and was hitting us. I realized that maybe we are too limiting on him. After that, I started learning child-rearing. These courses I took were so helpful in later years.
Finally, the family moved to Plano Texas to stay with Clarence Teng. One time, I was over there and Brian was with me. I was taking a nap and asked Brian to wake me up at a certain time. He did that at the age of 2.5, that was impressive.
We moved to Detroit in March of 1986. I enjoyed the job and family enjoyed it there. Brian enjoyed the apartment. He would run in and out under the sprinklers and laugh.
Diversity and Education(H. Richard Milner)
Black Males in Schools
1. Teachers and students must envision life beyond current situation.
Black males need to have a vision that their future situations can be better than their current situations. When students realize that they might be struggling and not succeeding currently, but it is quite likely for them to turn their lives around, they are more likely to work harder.
2. Understanding the self in relationship to others.
Both teachers and students need to know themselves in relation to others. Both need to examine own and others' histories.
3. Speaking possibility, not destruction.
Black males students respect their teachers when their teachers respect them. Empower students to speak possibilities into their own lives. Use good examples: Working in a bank vs. working for McDonald's".
4. Caring and demonstrating care.
Show interests in students. Compliment students. Allow them to make up work. Attend student activities. High expectations are necessary to help black students to emancipate themselves and to move beyond their current situations.
5. Changing the mind, changing the actions.
Teachers need to change our negative minds about black students.
Black male students need to change their negative perceptions and views about themselves.
1. Teachers and students must envision life beyond current situation.
Black males need to have a vision that their future situations can be better than their current situations. When students realize that they might be struggling and not succeeding currently, but it is quite likely for them to turn their lives around, they are more likely to work harder.
2. Understanding the self in relationship to others.
Both teachers and students need to know themselves in relation to others. Both need to examine own and others' histories.
3. Speaking possibility, not destruction.
Black males students respect their teachers when their teachers respect them. Empower students to speak possibilities into their own lives. Use good examples: Working in a bank vs. working for McDonald's".
4. Caring and demonstrating care.
Show interests in students. Compliment students. Allow them to make up work. Attend student activities. High expectations are necessary to help black students to emancipate themselves and to move beyond their current situations.
5. Changing the mind, changing the actions.
Teachers need to change our negative minds about black students.
Black male students need to change their negative perceptions and views about themselves.
Dropout Prevention
America's Promise Alliance: http://www.americaspromise.org/
http://www.every1graduates.org/
http://www.achieve.org/
http://www.bbbs.org/
http://www.hsalliance.org/
http://www.betterhighschools.org/
http://www.mmsa.org/
http://www.principals.org/
http://www.massinsight.org/
http://www.mdrc.org/
http://www.mgforum.org/
http://www.every1graduates.org/
http://www.achieve.org/
http://www.bbbs.org/
http://www.hsalliance.org/
http://www.betterhighschools.org/
http://www.mmsa.org/
http://www.principals.org/
http://www.massinsight.org/
http://www.mdrc.org/
http://www.mgforum.org/
Arab Israel Peace
Sunday, May 24, 2009
Mother's Life
媽媽大概在民國九年在河北省遵化縣生。生日恰好是舊曆八月十五中秋節。她的媽媽姚氏是續弦。下面又生了六個弟弟。媽媽是老大。她上面有兩個姐姐。大姐嫁了好丈夫﹐從來不回娘家。二姐嫁給一個沒錢人叫勞國莊的﹐又是老大下面又有很多弟妹﹐每天忙得半死所以有時回娘家清閒一下子。但是媽的媽不是二姐的媽，所以二姐來家裡也沒有甚麼好的招待。
她的媽媽不喜歡她﹐要她做很多的家事。若是媽不聽話就會挨打。北方有一種農作物的桿叫笤帚(音﹕條舟)的。祖母就用這個枝子打媽媽。媽說被按著打屁股。媽說她也不哭﹐也不求饒﹐心想妳能就把我打死吧。
她很聰明﹐小時候書讀的很好﹐常考第一名。但是有時候不許去上學﹐過了一年又去上。加上戰亂和日本人侵略我們﹐她二十多歲來到台灣(1949)什麼文憑也沒有。聽說台北護專招生﹐和朋友就去上。校長夏德珍說妳們能年底考過大考﹐就可以明年繼續念。媽成度夠﹐幾年後終於拿到了唯一的文憑。
我記得她的同班同學有顧翹曾，呂庭芳，段競，李書貞，吳昌南。其中顧翹曾對她最懷念，永遠保持連絡。呂庭芳很忌妒媽有好多自己生的小孩，和媽的關係時好時壞。
畢了業﹐自願分發到嘉義空軍醫院﹐因為大弟夢徵在那兒。不久又調到陽明山的衛生院。在那兒見過蔣家大小,記得我小時後媽有時候會帶全家去後草山玩。
不久遇見爸爸(徐炳堃)﹐結婚住在新生南路三段十九巷五號。隔壁是民社黨的黨部﹐爺爺(徐傅霖)就在那兒當主席。爺爺很喜歡她﹐常常人前人後的稱讚她﹐她也工作努力,只是府中的人事太雜,很難相處的好。
她有時懷疑爸爸已經在大路結過婚，爸不告訴她。後來發現爸往大路上匯錢才知道。
她年輕時很喜歡交個戴帽子的男朋友，所謂戴帽子的，就是軍人或警察。在北方有一位炮兵的，交了一段時間，他調走了。
媽媽的個性很強﹐樣樣事情都要自己的辦法來。有時候當然和人衝突。府中有個叫揚郁英的女人很厲害﹐媽怕那個人會對小孩不利﹐就搬到木柵去住。有時候會回去看看。1958年一月十二日爺爺心臟病去世﹐不久全家又搬回五號。不善良的人把所有的東西都拿走了。說米缸裡一粒米也沒了。連舊報紙也都賣光了。
媽是很怕髒的人。每天洗手﹐腳﹐和洗澡是不能馬虎的。小孩定期的檢查和打預防針都按時的。小時候總覺得太麻煩﹐現在自己身體好﹐很感謝她。
媽的一生都是為了別人。小時候要幫忙帶六個弟弟。 自己有了小孩就盡全力的照顧。任何事對孩子有利的﹐絕不反顧。
在民生東路住的時侯，後面石凳子上總有一隻大黃狗。牠有時後叫，吵到大哥，大哥揚言要一拳把這條狗打死。媽怕他一拳打不死反被狗咬，就開始想辦法，最後用毒老鼠的藥沾在麵包上給牠吃了，一下就死了。
她喜歡我們吃東西。每天很重要的一件事就是吃。多吃比少吃好。 所以我們小孩都長的不矮﹐因為我們家伙食好。但有一次我吃太多餅乾，昏迷了三天。
她在１９６０年代也迷上了凌波，幾部黃梅調電影看了一遍又一遍。有時侯在電影院看一天。最喜歡的是梁祝。
穿﹐戴﹐家用她倒沒有嚴格要求﹐有就好了。這樣的人生很容易。有人說是“內控”。 自己想做什麼就做什麼。快活的很。
她是比較有成見的人，什麼事要照她的辦法幹。所以她和爸爸結婚一拍即合。爸爸什麼家事都不想做，也不會做。媽媽稱他“公子哥兒”就自己做，配合很好。後來她忙了，爸也會幫忙。
她也有忌諱，中年時侯怕得癌症，不願意看“癌”這個字。
她對政治倒是很有興趣，當鄰長很多年，和鄰居相處的都很好。每次投票一定去為國民黨拉票,她當年也很喜歡蔣經國。
她最傷心的事之一是小弟小培１７歲淹死，記得當天事發了，她本來要把屍體先運到家裡放一段時間，再想想辦法。後來她整個晚上都不能睡，幾天都不時會哀叫一聲的。她說她哭了十年，小培也從來不到她的夢中。有時候老爸煩了，叫她到外面去哭，她出去公園的椅子上坐著掉眼淚。
她墮過三次胎，老了以後有時會提起，也很後悔, 爸爸每次都會說 “他們是來投生的，不是來投死的”。
從媽那裡學了很多東西。協助別人是一個大學問，在小的時候在她身邊幫忙，她會不時教導和提示如合幫助。我因此養成了幫忙的習慣，也會幫忙。
也學會做不少麵食。比如說包餃子。從和麵，和餡，醒麵，桿皮，包，煮 和吃 都會。
她的媽媽不喜歡她﹐要她做很多的家事。若是媽不聽話就會挨打。北方有一種農作物的桿叫笤帚(音﹕條舟)的。祖母就用這個枝子打媽媽。媽說被按著打屁股。媽說她也不哭﹐也不求饒﹐心想妳能就把我打死吧。
她很聰明﹐小時候書讀的很好﹐常考第一名。但是有時候不許去上學﹐過了一年又去上。加上戰亂和日本人侵略我們﹐她二十多歲來到台灣(1949)什麼文憑也沒有。聽說台北護專招生﹐和朋友就去上。校長夏德珍說妳們能年底考過大考﹐就可以明年繼續念。媽成度夠﹐幾年後終於拿到了唯一的文憑。
我記得她的同班同學有顧翹曾，呂庭芳，段競，李書貞，吳昌南。其中顧翹曾對她最懷念，永遠保持連絡。呂庭芳很忌妒媽有好多自己生的小孩，和媽的關係時好時壞。
畢了業﹐自願分發到嘉義空軍醫院﹐因為大弟夢徵在那兒。不久又調到陽明山的衛生院。在那兒見過蔣家大小,記得我小時後媽有時候會帶全家去後草山玩。
不久遇見爸爸(徐炳堃)﹐結婚住在新生南路三段十九巷五號。隔壁是民社黨的黨部﹐爺爺(徐傅霖)就在那兒當主席。爺爺很喜歡她﹐常常人前人後的稱讚她﹐她也工作努力,只是府中的人事太雜,很難相處的好。
她有時懷疑爸爸已經在大路結過婚，爸不告訴她。後來發現爸往大路上匯錢才知道。
她年輕時很喜歡交個戴帽子的男朋友，所謂戴帽子的，就是軍人或警察。在北方有一位炮兵的，交了一段時間，他調走了。
媽媽的個性很強﹐樣樣事情都要自己的辦法來。有時候當然和人衝突。府中有個叫揚郁英的女人很厲害﹐媽怕那個人會對小孩不利﹐就搬到木柵去住。有時候會回去看看。1958年一月十二日爺爺心臟病去世﹐不久全家又搬回五號。不善良的人把所有的東西都拿走了。說米缸裡一粒米也沒了。連舊報紙也都賣光了。
媽是很怕髒的人。每天洗手﹐腳﹐和洗澡是不能馬虎的。小孩定期的檢查和打預防針都按時的。小時候總覺得太麻煩﹐現在自己身體好﹐很感謝她。
媽的一生都是為了別人。小時候要幫忙帶六個弟弟。 自己有了小孩就盡全力的照顧。任何事對孩子有利的﹐絕不反顧。
在民生東路住的時侯，後面石凳子上總有一隻大黃狗。牠有時後叫，吵到大哥，大哥揚言要一拳把這條狗打死。媽怕他一拳打不死反被狗咬，就開始想辦法，最後用毒老鼠的藥沾在麵包上給牠吃了，一下就死了。
她喜歡我們吃東西。每天很重要的一件事就是吃。多吃比少吃好。 所以我們小孩都長的不矮﹐因為我們家伙食好。但有一次我吃太多餅乾，昏迷了三天。
她在１９６０年代也迷上了凌波，幾部黃梅調電影看了一遍又一遍。有時侯在電影院看一天。最喜歡的是梁祝。
穿﹐戴﹐家用她倒沒有嚴格要求﹐有就好了。這樣的人生很容易。有人說是“內控”。 自己想做什麼就做什麼。快活的很。
她是比較有成見的人，什麼事要照她的辦法幹。所以她和爸爸結婚一拍即合。爸爸什麼家事都不想做，也不會做。媽媽稱他“公子哥兒”就自己做，配合很好。後來她忙了，爸也會幫忙。
她也有忌諱，中年時侯怕得癌症，不願意看“癌”這個字。
她對政治倒是很有興趣，當鄰長很多年，和鄰居相處的都很好。每次投票一定去為國民黨拉票,她當年也很喜歡蔣經國。
她最傷心的事之一是小弟小培１７歲淹死，記得當天事發了，她本來要把屍體先運到家裡放一段時間，再想想辦法。後來她整個晚上都不能睡，幾天都不時會哀叫一聲的。她說她哭了十年，小培也從來不到她的夢中。有時候老爸煩了，叫她到外面去哭，她出去公園的椅子上坐著掉眼淚。
她墮過三次胎，老了以後有時會提起，也很後悔, 爸爸每次都會說 “他們是來投生的，不是來投死的”。
從媽那裡學了很多東西。協助別人是一個大學問，在小的時候在她身邊幫忙，她會不時教導和提示如合幫助。我因此養成了幫忙的習慣，也會幫忙。
也學會做不少麵食。比如說包餃子。從和麵，和餡，醒麵，桿皮，包，煮 和吃 都會。
10 Stupid Things Women Do to Mess Up Their Lives
1. Stupid Attachment: Is a woman just a Wo Wo Wo a Man?
You typically look to the context of a man to find and define yourself.
2. Stupid Courtship: “I finally found someone I could attach to” and other stupid ideas about dating.
Desperate to have a man, you become a beggar, not a chooser, in the dating ritual
3. Stupid Devotion: “But I love him” and more stupid romantic stuff.
You find yourself driven to love and suffer and succor (or do you spell that “sucker”?) in vain.
4. Stupid Passion: “Ohhh, Ahhh, we’re breathing hard … it must mean love”
You have sex too soon, too romantically, and set yourself up to be burned.
5. Stupid Cohabitation: The ultimate female self-delusion:
So stop lying to yourself! You’re not living with him because you love him. You’re living with him because you hope he’ll want you!
6. Stupid expectations: First you commit to him, then you hate him?
Using marriage as a quick fix for low or no self-esteem.
7. Stupid conception: Making babies for the worst reasons.
Misguidedly, you use biology as a jump start for love, personal growth, and commitement.
8. Stupid Subjugation: Letting him hurt your babies.
You and your children are held hostage to your own obsessive need for security and attachments.
9. Stupid helplessness: “Oh, I always whine and whimper when I’m angry.”
Too scared and insecure to deal with your rage, you turn it into wimpishness.
10 Stupid forgiving: “I know he’s adulterous, addicted, controlling, insensitive, and violent …but other than that – "
You don’t know when to break off a no-win relationship, or how to not get involved in the first place.
You typically look to the context of a man to find and define yourself.
2. Stupid Courtship: “I finally found someone I could attach to” and other stupid ideas about dating.
Desperate to have a man, you become a beggar, not a chooser, in the dating ritual
3. Stupid Devotion: “But I love him” and more stupid romantic stuff.
You find yourself driven to love and suffer and succor (or do you spell that “sucker”?) in vain.
4. Stupid Passion: “Ohhh, Ahhh, we’re breathing hard … it must mean love”
You have sex too soon, too romantically, and set yourself up to be burned.
5. Stupid Cohabitation: The ultimate female self-delusion:
So stop lying to yourself! You’re not living with him because you love him. You’re living with him because you hope he’ll want you!
6. Stupid expectations: First you commit to him, then you hate him?
Using marriage as a quick fix for low or no self-esteem.
7. Stupid conception: Making babies for the worst reasons.
Misguidedly, you use biology as a jump start for love, personal growth, and commitement.
8. Stupid Subjugation: Letting him hurt your babies.
You and your children are held hostage to your own obsessive need for security and attachments.
9. Stupid helplessness: “Oh, I always whine and whimper when I’m angry.”
Too scared and insecure to deal with your rage, you turn it into wimpishness.
10 Stupid forgiving: “I know he’s adulterous, addicted, controlling, insensitive, and violent …but other than that – "
You don’t know when to break off a no-win relationship, or how to not get involved in the first place.
Blood Donation
I went to donate blood at Gaithersburg, MD center this Sat. I was not greeted with, “Hi, Good morning, Thank you for coming here”. Instead, I smiled and try to be nice. “Get a number and sign in”, I was told. After sitting for a while, A nurse came and took me in a room for registration. I had a water bottle in hand and she told me I must leave it out side the room. She did not say it nicely or with any good explanation. Again, I smiled to fit in.
After few minutes, She needed to leave the room so she pretty much slammed the door while I was sitting in a chair about six inches from the door frame.
The room was freezing cold. Most of the donors were shivering since we came in shorts and short sleeves when it is 80 degrees outside.
The token “thank you” shirt was not there for me to get one.
I have been to this center few times. The leader, Peru, was the kindest and nicest guy. He has always been courteous and knowledgeable.
On the up side, there is a happy ending. I usually spend 30 minutes donating blood. I often had to endure comments like, “I do not think you can do it”, “Your veins are too small”, “I need someone else to do this“. I often had to say, ”Yes, there is blood in there”. This nurse knew how to do it right. It took me about 10 minutes this time. (Can all nurses be trained so they know what to do)?
After few minutes, She needed to leave the room so she pretty much slammed the door while I was sitting in a chair about six inches from the door frame.
The room was freezing cold. Most of the donors were shivering since we came in shorts and short sleeves when it is 80 degrees outside.
The token “thank you” shirt was not there for me to get one.
I have been to this center few times. The leader, Peru, was the kindest and nicest guy. He has always been courteous and knowledgeable.
On the up side, there is a happy ending. I usually spend 30 minutes donating blood. I often had to endure comments like, “I do not think you can do it”, “Your veins are too small”, “I need someone else to do this“. I often had to say, ”Yes, there is blood in there”. This nurse knew how to do it right. It took me about 10 minutes this time. (Can all nurses be trained so they know what to do)?
How to fail a black boy
A boy in special education program came to my “Homework Club” room intending to do some work. This ninth grader noticed the teacher in charge was his own English teacher. The teacher asked him to redo his paper on, ”House on Mango Street” since he handed in someone else‘s paper.
He proceeded to get that book out. The black boy did not seem to know what he needed to do yet his teacher would not tell him. The teacher proceeded to scold him by saying, “You did not pay attention during class and this is why you do not know”. She said, “You were misbehaving and this is why you have no clue”. She is, however, paid extra to work Homework Club.
After observing this for about five minutes, I realized that he would not be able to get help. I decided to help him by asking the teacher for a guide to this assignment. “He knows”, was the reply from the teacher. After about tem minutes of back and forth, I was not able to get a clear idea of this assignment. I asked the boy to go to the hall way and see if he could find anyone else who might know what to do.
At this point, she said that he was supposed to write the definition of “culture” followed by three paragraphs of examples found in the book. He and I started to read the book.
I quickly found out that he was probably reading at a second grade level. He could not read “Chinese” as a word. I helped him a bit more and left at 3 o’clock.
When I saw him the following day, he said that he was never able to finish those four paragraphs.
He proceeded to get that book out. The black boy did not seem to know what he needed to do yet his teacher would not tell him. The teacher proceeded to scold him by saying, “You did not pay attention during class and this is why you do not know”. She said, “You were misbehaving and this is why you have no clue”. She is, however, paid extra to work Homework Club.
After observing this for about five minutes, I realized that he would not be able to get help. I decided to help him by asking the teacher for a guide to this assignment. “He knows”, was the reply from the teacher. After about tem minutes of back and forth, I was not able to get a clear idea of this assignment. I asked the boy to go to the hall way and see if he could find anyone else who might know what to do.
At this point, she said that he was supposed to write the definition of “culture” followed by three paragraphs of examples found in the book. He and I started to read the book.
I quickly found out that he was probably reading at a second grade level. He could not read “Chinese” as a word. I helped him a bit more and left at 3 o’clock.
When I saw him the following day, he said that he was never able to finish those four paragraphs.
Monday, May 18, 2009
Maths can be fun
• Talk about maths together. Find a puzzle or problem that involves maths and discuss it with your children. Many parents read books to children every night but never discuss maths with them. My friend used to put a maths puzzle in her son's lunchbox each day. He is now a mathematician.
• Encourage children to develop a flexible view of numbers. For example, think about adding two numbers such as 96 and 17 in your head. This may seem tricky, but if you break the 17 into 4 and 13 then the sum becomes 96 + 4 + 13, which for most people is much easier.
• Encourage children to think of themselves as great problem-solvers, and to see any maths problem as a puzzle they can solve through exploration and persistence.
• Last, but not least, if your child is not spending time in school working on diverse and varied mathematics, discussing ideas and problem solving, arrange to talk to your child's teacher or the school's maths co-ordinator and express your support for a problem-solving approach to maths.
Green Tea is good for Teeth
Research shows that drinking green tea may be a good way to impress your dentist. In a study, the more green tea men drank, the better their gums fared during dental exams.
Sunday, May 17, 2009
Differentiated Instruction
Went to see Ms. Caroline Tomlinson at UVA. She is the expert in "teaching in a differentiated way". Her words on her school web:
Major research interests include differentiation of instruction for academically diverse learners including teacher and administrator attitudes and practices related to academic diversity, impacts of initial teacher preparation on novice teacher readiness to teach in academically diverse settings, impacts of varied school and teaching practices on low income and minority learners, and the change process in schools moving toward more academically responsive classrooms.
Tracking is out. Students of all levels and all backgrounds will be in one room. A teacher needs to figure out where the students are, how they learn and tailor instructions to them.
Few major points:
Teach Up.
Spend time planning.
On-going assessments.
Start with one school and make sure principal and teachers buy in.
On-going efforts to support teachers. Can't be done with a mandate or few hours of staff training.
Build a teamwork or a sense of community in class.
Flexible grouping.
Major research interests include differentiation of instruction for academically diverse learners including teacher and administrator attitudes and practices related to academic diversity, impacts of initial teacher preparation on novice teacher readiness to teach in academically diverse settings, impacts of varied school and teaching practices on low income and minority learners, and the change process in schools moving toward more academically responsive classrooms.
Tracking is out. Students of all levels and all backgrounds will be in one room. A teacher needs to figure out where the students are, how they learn and tailor instructions to them.
Few major points:
Teach Up.
Spend time planning.
On-going assessments.
Start with one school and make sure principal and teachers buy in.
On-going efforts to support teachers. Can't be done with a mandate or few hours of staff training.
Build a teamwork or a sense of community in class.
Flexible grouping.
APA Festival May 2009, DC
APA festival in DC drew a good crowd. Good food, good conversations, and good music from Asian talents.
Met some folks at DC. APA film folks (www.apafilm.org) can be our friends. The have a film festival in October. We can probably ask them to show our (DVRP) clips inbetween films.
Met some folks at DC. APA film folks (www.apafilm.org) can be our friends. The have a film festival in October. We can probably ask them to show our (DVRP) clips inbetween films.
Thursday, May 7, 2009
8th graders lost in algebra
THE MISPLACED MATH STUDENT:
LOST IN EIGHTH-GRADE ALGEBRA
Washington, D.C.
Wednesday, October 22, 2008
ANDERSON COURT REPORTING 706 Duke Street, Suite 100 Alexandria, VA 22314
Abstract:
Scores in math have been rising. They’ve been rising since the early ’90s and they’ve made tremendous gains from 2000 to 2007. But the kids enrolled in our top classes have been declining. Now, that’s not to say anything about those classes themselves. As you’ll soon see, their composition has changed. They’ve been enrolling more kids who score at low levels.
And you can see now our misplaced kids, our 10th percentile kids, they scored 211. So my kind of ballpark estimate of where they function in mathematics is approximately at the second grade level. And they are enrolled, once again, in algebra, algebra 2, or geometry in eighth grade.
Now, to get an idea of what these students can and cannot do in mathematics, here is a sample item from NAPE. This is a public release item. It deals with percentages. By the way, all eighth graders have trouble with this item. You can see that overall only 36 percent of eighth graders can do it. In case you can’t do it, I checked the right answer for you there
There were 90 employees in a company. This year, the number of employees increased by 10 percent. How many employees are in the company this year?
So you have to compute 10 percent of 90 and you get 9 and then you add that onto 90 and you get 99. If you don’t do those two steps accurately, you miss the item.
You can see that in the advanced classes only about half the kids got that item right. So this item is missed by a lot of eighth graders. But our misplaced 10th kids, the 10th percentile kids, they really had trouble with it. Less than 10 percent, 9.8 percent got this item correct.
Recommendations:
Let’s make our goal that more students will learn algebra, not that they’ll take courses
The second recommendation is to teach and assess prerequisite skills leading up to algebra. Let’s make sure, for instance, they know fractions.
LOST IN EIGHTH-GRADE ALGEBRA
Washington, D.C.
Wednesday, October 22, 2008
ANDERSON COURT REPORTING 706 Duke Street, Suite 100 Alexandria, VA 22314
Abstract:
Scores in math have been rising. They’ve been rising since the early ’90s and they’ve made tremendous gains from 2000 to 2007. But the kids enrolled in our top classes have been declining. Now, that’s not to say anything about those classes themselves. As you’ll soon see, their composition has changed. They’ve been enrolling more kids who score at low levels.
And you can see now our misplaced kids, our 10th percentile kids, they scored 211. So my kind of ballpark estimate of where they function in mathematics is approximately at the second grade level. And they are enrolled, once again, in algebra, algebra 2, or geometry in eighth grade.
Now, to get an idea of what these students can and cannot do in mathematics, here is a sample item from NAPE. This is a public release item. It deals with percentages. By the way, all eighth graders have trouble with this item. You can see that overall only 36 percent of eighth graders can do it. In case you can’t do it, I checked the right answer for you there
There were 90 employees in a company. This year, the number of employees increased by 10 percent. How many employees are in the company this year?
So you have to compute 10 percent of 90 and you get 9 and then you add that onto 90 and you get 99. If you don’t do those two steps accurately, you miss the item.
You can see that in the advanced classes only about half the kids got that item right. So this item is missed by a lot of eighth graders. But our misplaced 10th kids, the 10th percentile kids, they really had trouble with it. Less than 10 percent, 9.8 percent got this item correct.
Recommendations:
Let’s make our goal that more students will learn algebra, not that they’ll take courses
The second recommendation is to teach and assess prerequisite skills leading up to algebra. Let’s make sure, for instance, they know fractions.
Saturday, May 2, 2009
Friday, May 1, 2009
Every 15 minutes
4/30 at 3 p.m., I boarded the bus. A total of three teachers and 43 students went to Pumphreys Funeral Home (http://www.pumphreyfuneralhome.com/history.html) then retreat house. We went to the Rockville location and funeral director Bob showed us around and explained the funeral processes and costs. He is a great speaker.
The retreat house was near Potomac River in the woods and was beautiful. We got there an hour late and parents already had snacks and drinks ready for us (thanks).
First speaker was Lisa Bard (http://www.lisabard.com/) at around 4:35. You can read the details by following the link and read her long bio. She gave gifts such as pins, star fish...
Mrs. Sandy Myers spoke next with a powerpoint presentation. She is the older sister of Nicole Lee.(http://www.love4nicki.com/). She said that young folks need 9 hours each night to sleep. Many of them do not get that. 30% driving fatalities are due to drowsy driving (More than caused by text msgg). Some resources memtioned or found: http://ut.zerofatalities.com/index.php/index.php, http://www.tompkins-co.org/wellness/drowsydriving/Links.htm.
After a pizza dinner, we "heard" from Sheila Deriso, R.N. of Montgomery General. She gave a lot of practical but "in-depth" information about drinking. Major items are, "Off-switch, Perception, Coordination, and Protective Reflex". Many tools and skills were shown. A very powerful speech with humor.
Keri Roth then spoke about her experience with her brother;s accident and her journey since the tragedy. She was really crying and the entire experience was moving. (9:30 p.m.)
Only students stayed with a program of some kind.
Students started writing their speeches. Adults helped correcting some. A 11, we moved to an area next to one of the dorms. Students finished and 16 of them rehearsed their speeches. Very good work. We went to bed after 12 while rain started.
We arrived school at 7:20 in the rain on May 1. Folks rehearsed and our program started at 9:20 or so.
Booklet(By Mrs. Harvey):
http://ntuaadc.blogspot.com/2009/05/every-15-minutes-program-book_01.html
Mr. Evans opened the program with his remarks.
Ms. Jenny Foster gave her directions.
MHS every 15 minutes video was played.
Dan McCoy gave an excellent speech on his own experience and the consequences.
Megan Griffin, Kristen Barnett, Joseph Gonzalez, Blythe Dellinger, Alison Iovino, ... gave excellent speeches. Audience received well.
Laytonsville Fire Chief Stanley Sutton gave a very short speech and encouraged students to help one another with good choices.
MCPD Traffic Division Director Ron Smith spoke about consequences given by police.
Allie Huffman, Christine Cook, Brian Borst, Bethany Lemanski, Cynthis Perez, Casey Davis gave great speeches.(I forgot 1 or 2 names, pls correct me)
Sober Pledge was excuted and it went well.
Reception afterwards went well.
Thanks to all who helped especially Mrs. Winters and Foster.
The retreat house was near Potomac River in the woods and was beautiful. We got there an hour late and parents already had snacks and drinks ready for us (thanks).
First speaker was Lisa Bard (http://www.lisabard.com/) at around 4:35. You can read the details by following the link and read her long bio. She gave gifts such as pins, star fish...
Mrs. Sandy Myers spoke next with a powerpoint presentation. She is the older sister of Nicole Lee.(http://www.love4nicki.com/). She said that young folks need 9 hours each night to sleep. Many of them do not get that. 30% driving fatalities are due to drowsy driving (More than caused by text msgg). Some resources memtioned or found: http://ut.zerofatalities.com/index.php/index.php, http://www.tompkins-co.org/wellness/drowsydriving/Links.htm.
After a pizza dinner, we "heard" from Sheila Deriso, R.N. of Montgomery General. She gave a lot of practical but "in-depth" information about drinking. Major items are, "Off-switch, Perception, Coordination, and Protective Reflex". Many tools and skills were shown. A very powerful speech with humor.
Keri Roth then spoke about her experience with her brother;s accident and her journey since the tragedy. She was really crying and the entire experience was moving. (9:30 p.m.)
Only students stayed with a program of some kind.
Students started writing their speeches. Adults helped correcting some. A 11, we moved to an area next to one of the dorms. Students finished and 16 of them rehearsed their speeches. Very good work. We went to bed after 12 while rain started.
We arrived school at 7:20 in the rain on May 1. Folks rehearsed and our program started at 9:20 or so.
Booklet(By Mrs. Harvey):
http://ntuaadc.blogspot.com/2009/05/every-15-minutes-program-book_01.html
Mr. Evans opened the program with his remarks.
Ms. Jenny Foster gave her directions.
MHS every 15 minutes video was played.
Dan McCoy gave an excellent speech on his own experience and the consequences.
Megan Griffin, Kristen Barnett, Joseph Gonzalez, Blythe Dellinger, Alison Iovino, ... gave excellent speeches. Audience received well.
Laytonsville Fire Chief Stanley Sutton gave a very short speech and encouraged students to help one another with good choices.
MCPD Traffic Division Director Ron Smith spoke about consequences given by police.
Allie Huffman, Christine Cook, Brian Borst, Bethany Lemanski, Cynthis Perez, Casey Davis gave great speeches.(I forgot 1 or 2 names, pls correct me)
Sober Pledge was excuted and it went well.
Reception afterwards went well.
Thanks to all who helped especially Mrs. Winters and Foster.
Monday, April 27, 2009
Mom and immunization
I heard from a classmate that she contracted hepatitus vis needles during immunization. Mom was so careful about us. Thanks mom.
Monday, April 20, 2009
Differentiation
During the meeting, I recommended that we put students in appropriate courses instead of putting them in higher math courses.
Someone said, "Then you will find minorities put in lower courses and white students in higher courses".
I asked, "Are teachers biased or white students are smarter?"
Someone said, "Then you will find minorities put in lower courses and white students in higher courses".
I asked, "Are teachers biased or white students are smarter?"
Thursday, April 16, 2009
每天半碗薏仁 可抑制癌細胞
更新日期:2009/04/12 22:07
吃對東西，真的可以越吃越健康。薏仁不但可以消水腫，專家研究還發現，每天吃半碗薏仁，可以抗癌，薏仁上的麩皮，能夠抑制大腸癌和肺癌細胞的生長。(非常好的研究，可是中醫在千年以前就知道了，所謂甘淡滲利為陽，所以薏仁就是屬陽，陽虛之後才現陰實，民眾每天吃這陽性食物，自然不會陽虛，就不會有陰實了。)
夏天快到了，吃下一碗冰冰涼涼的薏仁，健康又吃的飽。以往被認為有消除水腫作用的薏仁，其實功效不只如此，台大教授進行長期的動物實驗，發現吃糙薏仁的麩皮，罹癌率可以大大降低。
薏仁是穀類，可當主食或加入米飯烹煮，如果換算體重六十公斤重的成人，每天只要吃半碗份量，大約六十公克的糙薏仁，就可以預防大腸癌、肺癌，並抑制癌細胞的生長。(這是對人類非常有貢獻的研究。)
一般人喜歡選購大顆、進口的薏仁，但大部分都已去除麩皮，不如本土糙薏仁營養有效，不過薏仁畢竟是食品不是藥品，要有耐心持之以恆的吃，對健康才有幫助。(記者陳美喬、蕭鈺燁報導)
超好的研究
請專家們多多做些這方面的研究，這才是對人類最有貢獻的研究，本草經言 : 甘淡滲利為陽。病變的過程就是先陰虛，而後陽虛，經年陽虛的結果就會出現陰實，而陰實就是得到癌症的意思了，所以按照中醫的理論，如果可以在陽虛的階段就下手治療，將陽虛補足，就沒有陰實了，所以按照中醫的理論，所有能補陽的食品或是中藥，都是可以預防癌症的。
漢唐中醫 倪海廈謹記於佛州2009年04月13日
吃對東西，真的可以越吃越健康。薏仁不但可以消水腫，專家研究還發現，每天吃半碗薏仁，可以抗癌，薏仁上的麩皮，能夠抑制大腸癌和肺癌細胞的生長。(非常好的研究，可是中醫在千年以前就知道了，所謂甘淡滲利為陽，所以薏仁就是屬陽，陽虛之後才現陰實，民眾每天吃這陽性食物，自然不會陽虛，就不會有陰實了。)
夏天快到了，吃下一碗冰冰涼涼的薏仁，健康又吃的飽。以往被認為有消除水腫作用的薏仁，其實功效不只如此，台大教授進行長期的動物實驗，發現吃糙薏仁的麩皮，罹癌率可以大大降低。
薏仁是穀類，可當主食或加入米飯烹煮，如果換算體重六十公斤重的成人，每天只要吃半碗份量，大約六十公克的糙薏仁，就可以預防大腸癌、肺癌，並抑制癌細胞的生長。(這是對人類非常有貢獻的研究。)
一般人喜歡選購大顆、進口的薏仁，但大部分都已去除麩皮，不如本土糙薏仁營養有效，不過薏仁畢竟是食品不是藥品，要有耐心持之以恆的吃，對健康才有幫助。(記者陳美喬、蕭鈺燁報導)
超好的研究
請專家們多多做些這方面的研究，這才是對人類最有貢獻的研究，本草經言 : 甘淡滲利為陽。病變的過程就是先陰虛，而後陽虛，經年陽虛的結果就會出現陰實，而陰實就是得到癌症的意思了，所以按照中醫的理論，如果可以在陽虛的階段就下手治療，將陽虛補足，就沒有陰實了，所以按照中醫的理論，所有能補陽的食品或是中藥，都是可以預防癌症的。
漢唐中醫 倪海廈謹記於佛州2009年04月13日
Thursday, April 2, 2009
Monday, March 30, 2009
Jobs That Will Never Go Away
Jobs That Will Never Go Away
Accountant As long as there are taxes, there will be a need for skilled accountants to work with clients, helping them keep their books in order.
Computer Support SpecialistIf you thrive on helping your friends and family solve their computer woes, consider becoming a computer support specialist. With computers playing such an important part of daily life, computer support specialists provide their clients much needed technical assistance. As a computer support specialist, you will meet with clients in person or answer questions remotely, via Internet, or on the phone. Many computer support specialists either have a bachelor's degree in computer science or an associate's degree in a computer-related program. In 2007, computer support specialists made an average annual salary of $45,300, according to the BLS.
Entrepreneur To be an entrepreneur you need to be an independent, outgoing risk taker as you establish your own business or company. Although it may be hard to know whether a business will succeed, there will always be a need for a variety of goods and services and businesses to supply them. An online degree in business can help make your dreams a reality, as you earn your associate's or bachelor's degree. Although salaries can vary greatly with the self-employed, small business owners made an average annual wage of $36,000 to $75,095 in 2008, according to Pay Scale.
Mechanic As anyone who commutes or runs to the store knows, we live in a nation of automobiles. If you know the make and model of every automobile that zips by and have an interest in what's under the hood, consider becoming an automotive service technician or mechanic. Automotive service technicians and mechanics diagnose problems with cars and light trucks and fix them. Mechanics need to be analytical, good problem solvers, and willing to work with computerized diagnostic tools and programs as well as traditional tools. You can also specialize in an area such as brakes or cooling systems. Online career training can get you started. Programs range from six months to two years. Mechanics made an average annual salary of $36,480 in 2007, according to the BLS.
Paramedic. Paramedics make life and death decisions, assessing injuries and providing emergency medical care. To be a paramedic you have to be agile, strong, and be willing to work under pressure. Although the hours can be long, many paramedics find great satisfaction in helping others. An EMT paramedic has usually taken courses in anatomy and physiology and completed a one-to-two-year program -- or the equivalent of an associate's degree. Basic and intermediate certification can get you started in this fast paced, much needed career. According to the BLS, paramedics earned an average of $30,870 annually in 2007.
Teacher As long as human beings continue to have children, there will be a need for teachers. If you enjoy working with young children and want to teach, you can make $50,040 on average annually if you are an elementary school teacher, and $52,450 annually if you are a secondary teacher, according to the BLS. Elementary teachers have the pleasure of teaching all subjects. Secondary teachers also get to follow their bliss. By focusing on specific certification areas, secondary teachers specialize in the subjects they want to teach. Many online programs can get you started towards a bachelor's degree in education and certification.
Whatever your calling may be, with the right degree and career training, your career prospects for these much-needed jobs can help keep you from becoming outsourced or even worse, obsolete.
Accountant As long as there are taxes, there will be a need for skilled accountants to work with clients, helping them keep their books in order.
Computer Support SpecialistIf you thrive on helping your friends and family solve their computer woes, consider becoming a computer support specialist. With computers playing such an important part of daily life, computer support specialists provide their clients much needed technical assistance. As a computer support specialist, you will meet with clients in person or answer questions remotely, via Internet, or on the phone. Many computer support specialists either have a bachelor's degree in computer science or an associate's degree in a computer-related program. In 2007, computer support specialists made an average annual salary of $45,300, according to the BLS.
Entrepreneur To be an entrepreneur you need to be an independent, outgoing risk taker as you establish your own business or company. Although it may be hard to know whether a business will succeed, there will always be a need for a variety of goods and services and businesses to supply them. An online degree in business can help make your dreams a reality, as you earn your associate's or bachelor's degree. Although salaries can vary greatly with the self-employed, small business owners made an average annual wage of $36,000 to $75,095 in 2008, according to Pay Scale.
Mechanic As anyone who commutes or runs to the store knows, we live in a nation of automobiles. If you know the make and model of every automobile that zips by and have an interest in what's under the hood, consider becoming an automotive service technician or mechanic. Automotive service technicians and mechanics diagnose problems with cars and light trucks and fix them. Mechanics need to be analytical, good problem solvers, and willing to work with computerized diagnostic tools and programs as well as traditional tools. You can also specialize in an area such as brakes or cooling systems. Online career training can get you started. Programs range from six months to two years. Mechanics made an average annual salary of $36,480 in 2007, according to the BLS.
Paramedic. Paramedics make life and death decisions, assessing injuries and providing emergency medical care. To be a paramedic you have to be agile, strong, and be willing to work under pressure. Although the hours can be long, many paramedics find great satisfaction in helping others. An EMT paramedic has usually taken courses in anatomy and physiology and completed a one-to-two-year program -- or the equivalent of an associate's degree. Basic and intermediate certification can get you started in this fast paced, much needed career. According to the BLS, paramedics earned an average of $30,870 annually in 2007.
Teacher As long as human beings continue to have children, there will be a need for teachers. If you enjoy working with young children and want to teach, you can make $50,040 on average annually if you are an elementary school teacher, and $52,450 annually if you are a secondary teacher, according to the BLS. Elementary teachers have the pleasure of teaching all subjects. Secondary teachers also get to follow their bliss. By focusing on specific certification areas, secondary teachers specialize in the subjects they want to teach. Many online programs can get you started towards a bachelor's degree in education and certification.
Whatever your calling may be, with the right degree and career training, your career prospects for these much-needed jobs can help keep you from becoming outsourced or even worse, obsolete.
Computer off?
Admittedly I don't think much about it at all. I leave my laptop running overnight because I know it'll take five minutes or more to get things going in the morning -- not just booting up, but launching the various apps I start the day with, downloading my overnight email, filtering out the spam, and otherwise "getting settled."
But all the power wasted while computers are sitting idle overnight adds up, and one study has finally tried to measure it. The tally: An estimated $2.8 billion wasted on excess energy costs each year in the U.S. alone.
On a CO2 basis, that's 20 million tons of carbon dioxide, about the amount produced by 4 million cars on the road.
Sunday, March 22, 2009
My letter to board of education
Dear Board Members:
I saw a nice boy who has failed algebra1 five times here at Magruder HS. According to his teacher, he is too low to pass. Although he is a unique person, more students like him are appearing. They are coming from closed learning centers. Their lack of knowledge is a result of excessive acceleration of mathematics in their younger years. Most of them are minority students and they do not see much hope of graduation.
Is it possible to bring MAPS1, MAPS2 back or make new courses in pre-algebra for them? These young folks can actually improve from current levels and become more capable. My own daughter passed high school with MAPS, algebra1, PGA, and geometry.
Best Regards,
Ed Hsu Magruder Mathematics 2/2009
I saw a nice boy who has failed algebra1 five times here at Magruder HS. According to his teacher, he is too low to pass. Although he is a unique person, more students like him are appearing. They are coming from closed learning centers. Their lack of knowledge is a result of excessive acceleration of mathematics in their younger years. Most of them are minority students and they do not see much hope of graduation.
Is it possible to bring MAPS1, MAPS2 back or make new courses in pre-algebra for them? These young folks can actually improve from current levels and become more capable. My own daughter passed high school with MAPS, algebra1, PGA, and geometry.
Best Regards,
Ed Hsu Magruder Mathematics 2/2009
Tuesday, March 17, 2009
Tests and more Tests
" What's wrong about teaching to the test is that life is not simply about deriving a 'right' answer. What is the right answer to being alive? What is the right answer to a Rodin sculpture, a Da Vinci drawing or a Picasso painting? What is the right answer to the existence of the universe, the language of whales, the process of entropy? What is the right answer to creativity, the emotions of opera, the love we feel for each other? "
-Peter Henry in Becoming Mr. Henry
-Peter Henry in Becoming Mr. Henry
Tuesday, March 10, 2009
Identity Theft
1. Do not sign the back of your credit cards. Instead, put 'PHOTO ID REQUIRED.'
2. When you are writing checks to pay on your credit card accounts, DO NOT put the complete account number on the 'For' line. Instead, just put the last four numbers. The credit card company knows the rest of the number, and anyone who might be handling your check as it passes through all the check processing channels won't have access to it.
3. Put your work phone # on your checks instead of your home phone. If you have a PO Box use that instead of your home address. If you do not have a PO Box, use your work address.Never have your SS# printed on your checks. (DUH!) You can add it if it is necessary. But if you have It printed, anyone can get it.
4. Place the&nbs p;contents of your wallet on a photocopy machine. Do both sides of each license, credit card, etc. You will know what you had in your wallet and all of the account numbers and phone numbers to call and cancel. Keep the photocopy in a safe place. I also carry a photocopy of my passport when I travel either here or abroad. We've all heard horror stories about fraud that's committed on us in stealing a Name, address, Social Security number, credit cards.Unfortunately, I, an attorney, have first hand knowledge because my wallet was stolen last month. Within a week, the thieves ordered an expensive monthly cell phone package, applied for a VISA credit card, had a credit line approved to buy a Gateway computer, received a PIN number from DMV to change my driving record information online, and more. But here's some critical information to limit the damage in case this happens to you or some one you know:
5. We have been told we should cancel our credit cards immediately. But the key is having the toll free numbers and your card numbers handy so you know whom to call. Keep those where you can find them.
6. File a police report immediately in the jurisdiction where your credit cards, etc., were stolen. This proves to credit providers you were diligent, and this is a first step toward an investigation (if there ever is one).But here's what is perhaps most important of all: (I never even thought to do this.)
7. Call the 3 national credit reporting organizations immediately to place a fraud alert on your name and also call the Social Security fraud line number. I had never heard of doing that until advised by a bank that called to tell me an application for credit was made over the internet in my name. The alert means any company that checks your credit knows your information was stolen, and they have to contact you by phone to authorize new credit.By the time I was advised to do this, almost two weeks after the theft, all the damage had been done. There are records of all the credit checks initiated by the thieves' purchases, none of which I knew about before placing the alert. Since then, no additional damage has been done, and the thieves threw my wallet away this weekend (someone turned it in). It seems to have stopped them dead in their tracks.
Now, here are the numbers you always need to contact about your wallet, if it has been stolen:
1.) Equifax: 1-800-525-6285
2.) Experian (formerly TRW): 1-888-397-3742
3.) Trans Union : 1-800-680 7289
4.) Social Security Administration (fraud line): 1-800-269-0271
2. When you are writing checks to pay on your credit card accounts, DO NOT put the complete account number on the 'For' line. Instead, just put the last four numbers. The credit card company knows the rest of the number, and anyone who might be handling your check as it passes through all the check processing channels won't have access to it.
3. Put your work phone # on your checks instead of your home phone. If you have a PO Box use that instead of your home address. If you do not have a PO Box, use your work address.Never have your SS# printed on your checks. (DUH!) You can add it if it is necessary. But if you have It printed, anyone can get it.
4. Place the&nbs p;contents of your wallet on a photocopy machine. Do both sides of each license, credit card, etc. You will know what you had in your wallet and all of the account numbers and phone numbers to call and cancel. Keep the photocopy in a safe place. I also carry a photocopy of my passport when I travel either here or abroad. We've all heard horror stories about fraud that's committed on us in stealing a Name, address, Social Security number, credit cards.Unfortunately, I, an attorney, have first hand knowledge because my wallet was stolen last month. Within a week, the thieves ordered an expensive monthly cell phone package, applied for a VISA credit card, had a credit line approved to buy a Gateway computer, received a PIN number from DMV to change my driving record information online, and more. But here's some critical information to limit the damage in case this happens to you or some one you know:
5. We have been told we should cancel our credit cards immediately. But the key is having the toll free numbers and your card numbers handy so you know whom to call. Keep those where you can find them.
6. File a police report immediately in the jurisdiction where your credit cards, etc., were stolen. This proves to credit providers you were diligent, and this is a first step toward an investigation (if there ever is one).But here's what is perhaps most important of all: (I never even thought to do this.)
7. Call the 3 national credit reporting organizations immediately to place a fraud alert on your name and also call the Social Security fraud line number. I had never heard of doing that until advised by a bank that called to tell me an application for credit was made over the internet in my name. The alert means any company that checks your credit knows your information was stolen, and they have to contact you by phone to authorize new credit.By the time I was advised to do this, almost two weeks after the theft, all the damage had been done. There are records of all the credit checks initiated by the thieves' purchases, none of which I knew about before placing the alert. Since then, no additional damage has been done, and the thieves threw my wallet away this weekend (someone turned it in). It seems to have stopped them dead in their tracks.
Now, here are the numbers you always need to contact about your wallet, if it has been stolen:
1.) Equifax: 1-800-525-6285
2.) Experian (formerly TRW): 1-888-397-3742
3.) Trans Union : 1-800-680 7289
4.) Social Security Administration (fraud line): 1-800-269-0271
Monday, March 9, 2009
Math practices
By ERIC WALSTEIN BrookevilleSunday, March 1, 2009; Page C07 Washington Post
As a teacher in the Montgomery County Science, Mathematics, Computer Science Magnet program, I have the privilege of teaching some of the best young minds in the United States. But even as standardized test scores have risen and the county has claimed great strides in math instruction, our program has had to offer a week of remedial math classes during the summer for our entering ninth-graders.
This past summer, the teachers administered a test of concepts we thought the students should know coming out of algebra, geometry, and algebra II. I constructed the test, and the other teachers reviewed it. We grouped the students into four levels based on their magnet qualifications. We gave them one hour to complete the exam. We did not let them use calculators. It had 27 questions and yielded eye-opening results.
I was assigned to the top group, which averaged only 15 questions right. The other groups scored commensurately lower, some as few as three or four questions right. Students found many of the ideas of algebra and geometry foreign, reporting that many core ideas had never been taught. This process of giving summer math help has been going on for five years now, and the knowledge trend has been down each year. This is a direct consequence of policy decisions of the Montgomery County Board of Education to eliminate course objectives, to push students to take algebra earlier -- often before they are ready -- and to rely heavily on calculators.
Cumulatively, these decisions leave students in an untenable position. They lack the rich math background to fully understand their current work. So, to get their work done, they have no option but to memorize the current work and punch unfamiliar buttons on a calculator. This technique masks their lack of connection between current tasks and previous concepts they supposedly know.
Calculators used incorrectly enable children to "solve" problems they don't actually understand. They not only hide the intellectual connections between ideas that mathematicians seek to have students understand, but they also impair math strategy, long a staple of math curriculum design. Used correctly, calculators can be an important tool. Used incorrectly, they subjugate mathematical progress and reasoning to a list of questions with a corresponding list of answers.
A Montgomery school official once told me that calculators are important because they give more students "access to math." That's wrong. They give students access to answers disconnected from math concepts. Many of my current students complain that curriculum acceleration made them move too quickly without proper understanding. Take the calculators away, as we did, and even the county's brightest bulbs now get a failing grade on material they supposedly have learned with top marks.
Our magnet program students bring to the table a significant amount of mathematical knowledge and talent. Their work ethic is impressive; they make extensive use of the additional materials that a school with real resources can provide.
The students have the ability, but the school system is not matching their commitment.
As a teacher in the Montgomery County Science, Mathematics, Computer Science Magnet program, I have the privilege of teaching some of the best young minds in the United States. But even as standardized test scores have risen and the county has claimed great strides in math instruction, our program has had to offer a week of remedial math classes during the summer for our entering ninth-graders.
This past summer, the teachers administered a test of concepts we thought the students should know coming out of algebra, geometry, and algebra II. I constructed the test, and the other teachers reviewed it. We grouped the students into four levels based on their magnet qualifications. We gave them one hour to complete the exam. We did not let them use calculators. It had 27 questions and yielded eye-opening results.
I was assigned to the top group, which averaged only 15 questions right. The other groups scored commensurately lower, some as few as three or four questions right. Students found many of the ideas of algebra and geometry foreign, reporting that many core ideas had never been taught. This process of giving summer math help has been going on for five years now, and the knowledge trend has been down each year. This is a direct consequence of policy decisions of the Montgomery County Board of Education to eliminate course objectives, to push students to take algebra earlier -- often before they are ready -- and to rely heavily on calculators.
Cumulatively, these decisions leave students in an untenable position. They lack the rich math background to fully understand their current work. So, to get their work done, they have no option but to memorize the current work and punch unfamiliar buttons on a calculator. This technique masks their lack of connection between current tasks and previous concepts they supposedly know.
Calculators used incorrectly enable children to "solve" problems they don't actually understand. They not only hide the intellectual connections between ideas that mathematicians seek to have students understand, but they also impair math strategy, long a staple of math curriculum design. Used correctly, calculators can be an important tool. Used incorrectly, they subjugate mathematical progress and reasoning to a list of questions with a corresponding list of answers.
A Montgomery school official once told me that calculators are important because they give more students "access to math." That's wrong. They give students access to answers disconnected from math concepts. Many of my current students complain that curriculum acceleration made them move too quickly without proper understanding. Take the calculators away, as we did, and even the county's brightest bulbs now get a failing grade on material they supposedly have learned with top marks.
Our magnet program students bring to the table a significant amount of mathematical knowledge and talent. Their work ethic is impressive; they make extensive use of the additional materials that a school with real resources can provide.
The students have the ability, but the school system is not matching their commitment.
Friday, March 6, 2009
Marijuana
At SAP meeting yesterday I learned that M, like other drugs, changes different people in different ways. It renders students "not interested" in (learning) things. Users becomes clumsy and bumps into things or can not stand up. Not all cylinders are firing is obvious. Users' eyes are not red anymore since eye drops are often used. The blank look, or deer in the head light look is often present.
By Richard Edwards of Potomac Ridge Center.
By Richard Edwards of Potomac Ridge Center.
Thursday, March 5, 2009
Funny Chinese names
據中國公安部 姓名 查詢系統指出，全國最爆笑的人名 … 劉 產 ; 黃月京 ( 還是個男的 ) 范劍 ; 范統 ; 姬從良 夏建仁 ; 朱逸群 秦壽生 ( 虧他父母想得出 ) 龐光 ; 杜琦燕 ; 魏生民 矯厚跟 ; 沈京兵 ; 杜子騰 排名第一的是： 史珍香
Saturday, February 28, 2009
Doodle
Researchers in the United Kingdom found that test subjects who doodled while listening to a recorded message had a 29 percent better recall of the message's details than those who didn't doodle. The findings were published in Applied Cognitive Psychology
Friday, February 27, 2009
Mom's best friend
Her best was probably Lu阿姨. They came to Taiwan on the same boat and went to nursing school together. 阿姨was jealous of mom's many children. For years, they did not talk. 阿姨 was happy to find out that Dad lost mucho $ in stocks.
Mom and checken soup
When mom just had a baby (do not remember which), father offered to make checken soup for her. Upon first taste, she felt OK. The next meal, she felt that the soup was kind of dark and tasted funny. Dad did not clean the chicken.
Tuesday, February 10, 2009
Mom is clean
Mom used to make sure that things are clean:
Wash grapes in chemicals.
Can not go barefeet.
Can not go out and eat at food stands.
Wash grapes in chemicals.
Can not go barefeet.
Can not go out and eat at food stands.
Blowing Nose is Bad?
Blowing your nose to alleviate stuffiness may be second nature, but some people argue it does no good, reversing the flow of mucus into the sinuses and slowing the drainage.
Coughing and sneezing generated little if any pressure in the nasal cavities. But nose blowing generated enormous pressure — “equivalent to a person’s diastolic blood pressure
Coughing and sneezing generated little if any pressure in the nasal cavities. But nose blowing generated enormous pressure — “equivalent to a person’s diastolic blood pressure
Monday, February 9, 2009
Achievement Gap
"It's just not possible for the average kid who comes to this country in seventh or eighth grade, or even third grade, without a word of English and parents with little formal education, to match the achievement levels of kids whose mom has a Ph.D. in English from Stanford and can afford to stay home and spend time supplementing the education of her kids.
"Closing the gap that is separating higher-scoring white and Asian students on one hand and lower-scoring black and Latinos on the other has become a key mission of California educators. Today, state schools Superintendent Jack O'Connell, who's made eliminating the achievement gap the centerpiece of his administration, is expected to pledge to continue those efforts, even as school budgets are axed.
"Closing the gap that is separating higher-scoring white and Asian students on one hand and lower-scoring black and Latinos on the other has become a key mission of California educators. Today, state schools Superintendent Jack O'Connell, who's made eliminating the achievement gap the centerpiece of his administration, is expected to pledge to continue those efforts, even as school budgets are axed.
Thursday, January 22, 2009
Mom's Dad
Mom's dad one time played mahjong seven days in a roll. He passed out while going to bathroom eventually.
Mom and son in coma
I was in a coma when I was young, 3 maybe. It lasted three or four days. Mom was there at all times and watching me.
Doc said that I had too many fine cookies.
Doc said that I had too many fine cookies.
Monday, January 19, 2009
Monday, January 12, 2009
Israel and friends
1948. Israel was surrounded by 67 million Arabs.
2008. Israel is surrounded by 320 million Arabs.
2020?????
Try to make friends?
2008. Israel is surrounded by 320 million Arabs.
2020?????
Try to make friends?
Monday, January 5, 2009
INFP
Introverted, intuitive, feeling, perceiving
Not organized.
Not strick about rules.
Do not like rigid rules.
Do not take things personally.
Not organized.
Not strick about rules.
Do not like rigid rules.
Do not take things personally.
Saturday, January 3, 2009
mom changes her age
When mom was reaching 64, retirement was getting near but she did not want to get retired. She asked 吳緯國's father 吳逢祥 (in charge of personnel for government) to have it changed.
He was such a gentleman that he did most of the work. Until the last day, he needed mom's signature. He got his own car with a chauffer to bring mom to get that signature. She became 5 years younger so she worked six more years. She worked until 70.
Mom always said that Mr. Wu died young of asthma and it was such a pity.
He was such a gentleman that he did most of the work. Until the last day, he needed mom's signature. He got his own car with a chauffer to bring mom to get that signature. She became 5 years younger so she worked six more years. She worked until 70.
Mom always said that Mr. Wu died young of asthma and it was such a pity.
mom's bound feet
Her feet were not bound at the beginning. Her grandma complained a lot by saying, "Before the lady enters the room, the huge feet get in first". It bugged mom so one day, she decided to get feet bound.
One has to get feet bent upward. It hurt so much mom gave that up after one day.
One has to get feet bent upward. It hurt so much mom gave that up after one day.
mom's village doctor
There was only one Chinese doctor who was blind. He could not heal infection,....
mom's uncle
Mom's dad had a brother but those mem did not get alone well so she rarely saw the uncle.
One day, aunt came by asking her dad to go and see the brother. The brother was dying of an infected tooth. As he was sitting up, much pus gushed down from the wound. He died soon after.
One day, aunt came by asking her dad to go and see the brother. The brother was dying of an infected tooth. As he was sitting up, much pus gushed down from the wound. He died soon after.
mom's dad died of...
He suffered asthma in China quite a bit. He could not sleep at night so he sat on his bed piled blankets on his body to stay warm.
He did not die of asthma. It was diarrea.
He did not die of asthma. It was diarrea.
om on ncle4
She said that he did not like to study. When he first got to Taiwan, he stayed with his dad in XinJu. He was supposedly going to high school but he hid his backpack every day and went to the beach.
mom and 梁祝
She loved going to 黃梅調movies. She and I went to see so many, 梁祝, 花木蘭， 血手印， 新陳三五娘， 雙鳳奇緣， 鳳還巢，..
Our favorite one was 梁祝. We probably watched it 500 times.
Our favorite one was 梁祝. We probably watched it 500 times.
Dad's words
There are two sets from him that I like a lot:
畫虎畫皮難畫骨，知人知面不知心。
一片月色如洗， 護竹何勞荊棘； 寧將竹做蘺笆， 求人不如求己。
畫虎畫皮難畫骨，知人知面不知心。
一片月色如洗， 護竹何勞荊棘； 寧將竹做蘺笆， 求人不如求己。
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