Thinking about the Maths

The year 11 and 12 have just finished Stats assignments – these are internally assessed but done in exam conditions in the classroom. The marking is bizarre and is supposed to be standards based so if a student can do a particular skill they pass that bit and another skill means they get merit and another excellence. It is not done as an overall percentage. This seems to be driven by other subjects and Maths is forced to fit in. They are also allowed to resubmit – no further teaching but a second chance to look at their paper see what they got wrong and have another go at those bits. The internal papers are set internally but sent away to be moderated both in terms of content of the paper but also on the marking. Not sure what I think about this but it seems like a lot of work- not unlike our coursework marking criteria but applied equally to less coursework like questions and topics.

I get the feeling that teaching the students have had is extremely traditional with an example of how to do a skill and then practise it 10 or 20 times. So much so that the textbooks on solving equations separated out x-3=10 and 20 Questions like this and then 20 on x + 3 = 14, 20 on 3x=18 and 20 on x/3=5 and then 20 all mixed up and then onto to the next micro step. So teaching Trig equations with year 12 there is no thinking involved and getting them to transfer skills is a struggle which only a few seem capable of at the moment. A large number of students from across the years are obsessed with getting notes – step by step instructions as to how to solve the particular problems. This is what they have been given plenty of in the past. No-one in the year 11 top group had an idea what proof was so using x to prove something in Geometry seemed alien. After much explaining they did eventually understand that using x was the same as doing every single number possible.

The vast majority seem really motivated by assessments – probably because the assessments are required to pass the year and certain credits are required for University entrance etc.

It is hard work addressing this attitude and so far I have tried different approaches: Saying I am not going to give you notes, that we need to decide together what you need to have notes on after you have done the work, just not giving any notes. I need to find a way to provide materials to revise from. This is not something I naturally as I would expect the students to write their own as we are going along and review them at home. I don’t really model this or talk about it so I doubt many students do it.

I am really looking forward to getting into some other classes both in the Maths department and outside so I can learn more about how things work and how I can improve.

I think much of what I have observed with the Maths department is not necessarily because it is in NZ but rather because they have taken a more traditional approach to teaching Maths and could just as easily be in the UK. The chances are that my next school wherever it is will be much more traditional in its approach to Maths teaching. My point for continued reflection is: How should I operate as a member and/or leader of a more traditional Maths department?

Why are Kiwi's so good at sport?

Why are Kiwis so good at sport? The school is sport mad with students playing ball games every lunch and breaktime. From touch rugby to 2/3 person games bouncing a tennis ball – no rules banning ball games near buildings! The sports results are mentioned in every staff briefing. Student matches are mainly at the weekend as they involve travelling as there isn’t the population locally to produce good enough competition. Therefore sometimes school teams are also in adult leagues (girls 1st XI netball got to the final of the Premier Nelson League.) There is also a winter and summer sports week where all schools send their teams to national or North and South Island competitions. Outdoor Education is a big part of the curriculum and is loved and valued by academic and non-academic students alike. The only sport I have seen so far is the boys 1st XI hockey who went down 4-1 to Timaru Boys High School. The standard would have been fairly unheard of in a state school and comparable with some of the better private schools. At half time the spectating rugby team did their Hakka! The rugby teams apparently travel regularly and don’t limit themselves to just sports week. This requires a huge commitment from staff and definitely not just the PE staff.

The first week

The first 3 days I couldn’t get over how lost I felt. A campus for 1400 students with very few double storey buildings is large and full of different blocks. I spent a lot of time just walking around trying to get my bearings. In the end I worked out that I should just head for the mountains as the only thing between my classroom and the mountains was the school rugby field. It is a stunningly beautiful setting.

I have a very light timetable as Richard did the extra half class at the start of the year (35 periods). The timetabling seems much more straightforward. There are 7 lines each of 7 periods over the fortnight and 1 period for assembly. Each student takes an option in each line. Each full time teacher teaches 5 1/2lines. I also have two parallel year 12 classes so this reduces my preparation further. There are also some changes half way through the year for students.

I have come in right at the busiest time of year with the build up to mock exams for all the seniors (year 11-13). There is so much going on – there is a full staff briefing for all staff for 15mins where notices are shared and printed – on some days this has run to three pages! These are then read out in form time with the students before teaching starts at 9am. The things range from sports, drama, music, charity,

Assembly alternates between being student and staff led – they are an hour long. Today’s assembly was student led. It had notices by adults from in the school and some from the community, there were also student performances and house captains’ challenges. The whole school listened really well particularly given the cramp unsighted circumstances that some of them were in.

The students seem very similar to BSCS with some bright students, and some less motivated students who need cajoling the whole time. They all like to know the boundaries. The whole school rules seem less stringent than BSCS and much more left to the individual teacher (gum, coats (allowed in class as long as plain black), knives for art allowed, very few internet sites blocked (spoken about as a culture of trust in assembly)) A bright year 9 class had a few boys who want to disrupt everyone – just about under control with a few periods of time outside the classroom and sitting in a different seat. This class don’t really fly through work – much like an equivalent class back home. I am looking forward to observing some lessons so I can get a flavour of some other classes.

Welcome

Welcome to my blog.

I am putting this blog together to encourage my own personal reflection on this time I have teaching in New Zealand. I would really value anyones comments, reflections or questions for me to consider.