Posts Tagged ‘TeaCHildMath’

Bullying at School, the Phoebe Prince Tragedy

Friday, April 16th, 2010

I just read an article, “Girl’s Suicide Increases Urgency to Prevent Teen Bullying,” which appeared in The Seattle Times April 7, 2010.

Teen-age bullying is once again in the news with the tragic suicide of  fifteen-year-old Phoebe Prince. This horrific story is all the more poignant as Phoebe and her family had recently immigrated to Massachusetts from a small town in Ireland and entered school only last year.   “She was new and she was from a different country and she didn’t really know the school very well,” Ashlee Dunn, a sixteen-year old sophomore, said.  (This quote and all others are from The Seattle Times article.)

I can see the movie version now:  idyllic Irish town where Phoebe is popular and respected by peers versus the daily hell of harassment she endured at South Hadley High.  After a brief relationship with a popular senior boy, some students called her an “Irish slut”  and began sending her abusive text messages.  District Attorney Elizabeth Schelbel said the events leading to Phoebe’s death were “the culmination of a nearly three-month campaign of verbally assaultive behavior and threats of physical harm.”  Yet no one did anything to stop this harassment. 

On the last day of school, Phoebe was viciously harassed.  As she studied in the library,  students taunted her while others including a teacher watched.  A canned drink was thrown at her on her way home from school.  “It appears Phoebe’s death on January 14 followed a tortuous day for her in which she was subjected to verbal harassment and threatened physical abuse,”  Scheibel said.  Her sister discovered her body, dressed in school clothes, hanging in the stairwell.

Parents at South Hadley want accountability.  Why hadn’t teachers or administrators intervened?  Why wasn’t someone looking out for this young girl, new to the school and to America?  Last year in Springfield, MA an eleven-year-old boy committed suicide.  He too was unable to endure painful bullying.  Many of us experienced bullying at school but in our day other than a nasty phone call, bullying did not follow you into your home.  Today there is texting is at every teenager’s fingertips and Facebook is accessible 24/7  to friends and enemies.  The opportunities for bullying have grown exponentially. 

Parents, listen to your children.  Ask you child each day how the day went. If your child might be experiencing mood swings, depression or unwillingness to talk, seek out a therapist.  If there’s any hint of peer harrassment or cyberbullying, go immediately to the school principal. Ask the principal not only to speak to those bullying but their parents.  If this harrassment is happening in class, visit the teacher.  Ask to sit in the class. Speak to the school counselor.  If the school does not respond, consider removing your child from school and homeschooling at least for a period.   None of us would put up with this environment in the workplace.  Why should we put up with it in our schools?

We need a new model of schools, smaller schools with more counselors.  In smaller schools, students are better cared for and better supervised.  Teachers have fewer students and know them better.  Their job is easier.  No child in our schools need endure what Phoebe Prince endured.  No family should lose a child because of harassment or bullying by peers.  We must protect our children.   Coming to America should not mean losing a child to suicide because of teen bullying.

Jaime Escalante’s Legacy — Why wasn’t innovation rewarded?

Friday, April 2nd, 2010
Edward James Olmos and Jaime Escalanate

Edward James Olmos and Jaime Escalanate

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Many of you saw the 1988 film, Stand and Deliver, starring Edward James Olmos as Jaime Escalante, a math teacher at Garfield High School, located in predominantly Hispanic  East Los Angeles.

If you haven’t seen the film, rent it on DVD.  It’s worth watching because of the myth it shatters:  poor, inner-city kids can not excel in advanced math.

At the peak of Escalante’s career, Garfield produced more students who passed Advanced Placement calculus than Beverly Hills High.  Because of this and some similarities in the errors they made on the AP exam, the Educational Testing Service questioned their scores.  Outraged by the implication of cheating, Escalante believed his students were being singled out because of their racial and economic status .  The students agreed to retake the test at the end of the summer, months after their last class.  The students all passed and their original scores were reinstated.

How did Jaime Escalante achieve this extraordinary success?  He did it through innovavtive teaching techniques, using used props and razor-sharp humor to illustrate abstract concepts of math, believing all his students could master these.  He demystified the notion that higher math was inaccessible to his students.  He made his students believe they could do it.  “Calculus does not have to be made easy,” he would say.  “It already is.”  He conveyed the necessity of math in everyday lives to students who aspired to more than the menial jobs held by immigrant parents.  Escalante was able to transform even the most defiant, unruly teens into motivated students.

Another film on Escalante would be worth making.  This one would document what happened to Escalante after his phenomenal success.   His success was resented.  While the teachers union contract limited class size to 35, his often had 50 as he would not turn a student away.   This weakened the union’s bargaining position, so it turned against him.  By 1990, Escalante had been removed as chair of the math department.  A year later,  he returned to his native Bolivia.  Garfield’s math program fell into a decline.

The best tribute we can offer Jaime Escalante is to understand why our education system failed him.   Why wasn’t his success copied and disseminated throughout our school system?  We can and must do better for our children.  Innovation must be rewarded.

“Who’s Afraid of the Seven Times Table?” Ian Stewart Asks

Monday, March 29th, 2010
Dr. Ian Stewart

Dr. Ian Stewart

 

 

I happened to come across an interesting article on www.Timesonline.com,  the London Times’ website.   What caught my attention was the title:  “Who’s Afraid of the Seven Times Table?”  by Dr. Ian Stewart, Emeritus Professor of Mathematics at the University of Warwick

When I developed my method for my son, we found table 7 the most difficult.  Why?  First of all, 7 in an odd number.   Even numbers are easy.  Table 10 has a super easy pattern and then tables 2, 4, 6 and 8 all end in some combination of 2-4-6-8-0!  How easy is that?  Now for the tables for odd numbers 1, 3, 5, 7 and 9.   Table 1 is a cinch, as is table 5 with its super easy pattern (don’t you love the rhyme?) and how about the pattern for 9?  Could any table be more fun?  Number 0-9 in the left column and 9 to 0 on the right.  See, you just completed table 9!   All multiples of 9 add up to 9.  Go ahead and try it:  18 (1  +9), 27 (2 + 9) and so on! 

I knew if the 9’s had a fun pattern, so would the 3’s because 9 is a multiple of 3 and math is always logical.  So my son and I sat down and guess what?  When you add up the multiples of 3, you get a 3-6-9 pattern.  Go ahead and try it:  12 (1+2), 15 (1+5), 18 (1+8).  So now only table 7 was left for us to ponder.  What I discovered is the last number decreases by 3.  So its pattern is the opposite of table 3 which increases by 3.

In Teach Your Child the Multiplication Tables, I present the tables in order of difficulty.  First, come tables 1 & 10, then tables 2 and 8 because of their similar patterns and then tables 4 and 6.  Now come odd numbers in this order: 5, 9, 3 and 7.   After publishing my book, it was gratifying to discover that mathematicians opined that table 7 was indeed the hardest to master.

In his article, Dr. Stewart states there are better ways of teaching the times tables than rote memorization.  That, in fact,  “times tables need not be boring at all.”  He goes on to say, “There are lots of hidden patterns in the numbers, lots of easy short cuts, lots of interesting fact with which to have fun.”  That’s what I found too.

Dr. Stewart describes the pattern for tables 10, 5, 9 and 7.  The last number of the 7’s, he explains, decreases by 3 .  He explains how you can figure out the 7’x on your mobile phone keypad.  You can do this because of how the numbers are configured on the keypad.   The column on the left is : 1, 4 and 7. Start with the 7 in the bottom row and work upward.  7 x 1 = 7.  Move up the keypad to 4 and 7 x 2 =14.  Move up to 1 for the third operation and 7 x 3= 21.   Patterns are fun!

Our mind is designed to search for patterns.  Patterns please us. Babies react more favorable to symmetical faces.  Symmetry is a pleasing pattern.

Patterns are easy to remember because we learn one rule and apply it to the whole.  If I told you my phone number was (214) 314-4114, you instantly would recognize a pattern and might not need to write the number down. So why not learn easy patterns for each of the tables?

My son loved disvereing patterns.  There’s excitement in discovery. I published Teach Your Child the Multiplication Tables to help other families.   If all third graders thought “math is cool,” we’d have fewer school dropouts.  I won’t begin to ennumerate here the social consequences of children in the U.S. and elsewhere not knowing their times tables.  What I will do is urge parents to teach their children their times tables.   This skill is too important to be left to schools alone.  You can do it.  Better yet, you must do it.

Tablas de Multiplicar Multiplican Oportunidades para Sus Hijos

Sunday, March 7th, 2010

 

¿Cuándo perdió interés en las matemáticas?  ¿Nunca tuvo interés?  Tal vez, pero Eugenia Francis sabe cuando ocurrió con su hijo.  Fue el momento que todo niño enfrenta:  aprender por memoria las tablas de multiplicar.

 

Memorizar tabla por tabla fue una labor tediosa para su hijo. Eugenia decidió buscar un método más eficaz.  ¿Por qué no aprender cada tabla en contexto de las otras tablas y así entender la propiedad comutativa  (4 x 6 = 6 x 4) de las tablas?  Ella dibujó una matrícula para tablas 1-10.  Pronto descubrió patrones que descifró con su hijo.  Los misterios de las tablas se revelaron en una exploración diaria de la “magia” nunca discutida en la clase de tercer grado.  “Patrones hicieron a mi hijo sonreir,” dice Eugenia.  “Podía ver la estructura y supo que acertó la tabla.”

 

Nacida en México, Eugenia fue maestra de español e inglés en la Universidad de California Irvine.  “Patrones en literatura o matemáticas,” dice ella, “revelan la estructura fundamental.  Hay una simplicidad inherente en ellas, una belleza inherente.  Las matemáticas deben estimular la imaginación.” 

 

En casa, Eugenia aplicó sus habilidades pedagógicas a las tablas.  ¿Por qué no aprender las tablas en orden de dificultad?  Las tablas 2, 4, 6 y 8 son fáciles a aprender porque terminan en números pares: 2-4-6-8-0.  ¿Por qué no un método más creativo?  Así originó Teach Your Child the Multiplication Tables, Fast, Fun & Easy y la edición en español, Enseñe a Su Hijo las Tablas de Multiplicar, Método Fácil, Rápido y Divertido (en Amazon y www.TeaCHildMath.com).

 

Fáciles de recordar, patrones facilitan el aprendizaje.  California Homeschool News reporta:  “Mi hija piensa que [el libro] es muy entretenido.  Ella tuvo varios momentos “ah-ha” al reconocer y predecir los patrones.”   Patrones ayudan la memoria.  “Niños con TDAH, dislexia y autismo tienen éxito con mi método,” dice Eugenia. Aprender a reconocer patrones desarolla la habilidad analítica del estudiante. 

 

Padres y maestros deben asegurar que sus hijos o estudiantes aprendan las tablas.  “Sin las tablas, su hijo está perdido,” dice Eugenia.  El estudiante que no ha dominado las tablas tendrá dificultad avanzar en las matemáticas más allá del tercer grado. Una reciente editorial en The Los Angeles Times observó que reprobar Algebra I es “el obstáculo más grande para obtener la diploma de secundaria” y la falta de dominar las tablas es una de las principales razones.

 

Según una encuesta de maestros de Algebra I en California, el 30% de sus estudiantes no dominan las tablas.  No es asombrante entonces que en habilidad matemática, los estudiantes estaunidenses de quince años ocupan un bajo rango entre las naciones industrializadas.  “Tenemos una de los más altos porcentajes de estudiantes que abandonan secundaria en el mundo industrializado,” indicó Bill Gates.  “Si continuamos con el sistema que tenemos, millones de niños nunca tendrán la oportunidad de cumplir su promesa.  Esto es ofensivo a nuestros valores.”

 

Maestros deben innovar y presentar la magia de las matemáticas en la clase.  Padres también deben cumplir con su obligación.  “Padres tienen una gran influencia sobre un hijo en el tercer or cuarto grado,” dice Eugenia.  “En secundaria puede ser demasiado tarde.  ¿Por qué no tomar la oportunidad de enseñar las tablas de multiplicar para darle a su hijo o hija una ventaja en las matemáticas y al mismo tiempo desarrollar las habilidades analíticas necesarias para el álgebra?  Dominio de las tablas de multiplicar es esencial para el futuro de su hijo o hija.”

 

Eugenia publicó su cuaderno de ejercicios para ayudar a otras familias.  “Si nosotros hicieramos para hijos ajenos lo que hacemos para nuestros hijos, aseguraríamos el futuro de todos nuestros hijos.”

 

 

                                 Datos sobre Eugenia Francis

 

Nacida en México, Eugenia Francis fue maestra de español e inglés en la Universidad de California Irvine.  Cuando su hijo encontró memorizar las tablas de multiplicar una labor tediosa, ella inventó su propio método – un método fácil, rápido y divertido.  Enseñe a Su Hijo las Tablas de Multiplicar y la edición en inglés, Teach Your Child the Multiplication Tables, se venden en Amazon y en www.TeaCHildMath.com.

 

Benefits of Workbook for Children with Dyslexia

Friday, March 5th, 2010

I received an email  from a mom whose 3rd grade daughter has dyslexia.  She found my book on Amazon and decided to give it a try.  She mentions the following benefits:

  1. My workbook is entertaining to her daughter.
  2. Her daughter is amazed at the patterns she unlocks.
  3. Her daughter loves the repetition.
  4. Repetition is good for dyslexic children.
  5. The multiplication problems are in large font.
  6. The spacing of problems is good.
  7. Spacing has to be ample so the numbers don’t blur into one another.
  8. Her daughter likes that the first or last number is given.  This jogs her memory.
  9. The shading in the problems needing to be completed is a huge help to her.

This mom ends with:  “Thank you for all the help this workbook has given to us and the confidence it has brought to my daughter.”

The features also help children with ADD/ADHD.  If you have a story about your child and his/her response to my method, I would love to hear from you on my blog or on the CONTACT button on my website.  If your child has AUTISM, I would like to know how your child did with my method.  I know autistic children love patterns.

Many Thanks to Jackie in the UK!

Thursday, March 4th, 2010

This review appeared on Amazon:

Best Multiplication tables book!  I bought a multiplication book, but then saw this one and bought this too. This is by far the best multiplication book. It is fun and easy and my little one loves it. I am glad I got this one. Absolutely perfect. 

My response  Jackie in the UK,
Thank you for your review! When my son balked at learning the tables through rote memorization, I knew there had to be a better way! Day by day, we discovered amazing patterns for each of the tables. I published my method to help other families. I smile when I imagine your son at the kitchen table with his mum in the UK much like Scott and myself when he was in the 3rd grade. Why not eliminate all that agony in learning the tables? Why not a creative, innovative approach that just might instill in your child a love of numbers and fascination with math? Thanks again, Eugenia Francis (the author)

 

 

 

 

 

 

 

 

 

Movie Scripts to Teach Your Child to Read?

Wednesday, March 3rd, 2010

Monday I posted tips on teaching your child to read in Teach Your Child to Read.  In my blog, I suggested downloading scripts of your child’s favorite movies from www.DailyScript.com.

 I just logged on to this site.  Out of 100+ scripts,  I found the following scripts that might interest your child:

Back to the Future,  Ferris Bueller,  Indiana Jones,  Jurassic Park, Princess Bride,  Spider Man,  Star Trek,  Stuart Little and Toy Story

You can decide which would be most appropriate for your child.  The format is easy to read as the descriptions are brief and the rest is dialogue.  If you can’t find a script for a favorite movie, you can often find the novel such as The Karate Kid, one of my son’s favorite movies.

My experience as both a mom and a university English teacher is:  discover what your child is passionate about and find books that nurture that interest.  When your child has a question, google the question or go online to wikipedia.  Thanks to the internet, we all have extraordinary resources at our fingertips.  Remember a parent is a child’s first and primary teacher.

Seashells by the seashore . . . Stimulate Your Child’s Innate Curiosity

Tuesday, March 2nd, 2010

By the time my daughter was eight, she had an amazing collection of shells from vacations at the beach.  One trip to St. Thomas provided a treasure trove of unusual shells, among them: cowries and conches.

“Mom,” she would ask, “what are the names of these shells?”   One by one, we would look at angel wings with their delicate plaid patterns and rosy clam shells and shiny olive shells.  “What are their real names?” she would ask.  “Real names?” I replied.  “Like in the dictionary, mom?” 

So off we went to the library and came home with books.  An olive shell, we found was an Olividae; a cowry, a Cypraeidae and a conch, a Strombidae.  We explored what these names meant in Latin. Each shell was placed in a plastic bag and tagged with its name.  When we returned the books, Gina asked if she could display her shells in the library display case.   Printed next to each shell was its English name and its Latin name. The local paper took her photo and ran a story on Gina and her shell collection. 

Just like a chambered nautilus, a child builds an intellectual framewrok from a tiny center, chamber by chamber.   Your child too can be an expert in his/her world.  Encourage collecting.  Explore how things are different and similar.  Learn to categorize in groups.  Why is a chambered nautilus called that?  Today we have the internet and can easily find answers.  Curiosity leads us on incredible adventures.

Teach Your Child to Read

Monday, March 1st, 2010

Often parents ask me for tips on teaching their children to read.

My recommendation:  find books on subjects that interest your son or daughter.  What is she/he passionate about?  In the 3rd grade, my son was into karate and loved the movie, The Karate Kid.  I bought the novel, which is not too long and fairly easy to read.  So over the summer we read it page by page.  I made a vocabulary list of the words he had trouble with and put these on flash cards for review.
 
English spelling makes reading difficult. To read proficiently, children need to develop word recognition/decoding skills..  They need to know the vowel blends (oa, ea, ou etc) and consonant clusters (ch, sh, tr etc).  They should also associate the word with word families:  pack, lack, tack, etc.  Teach them about “silent e” at the end of a word.  Look at not/note, cut/cute, rat/rate, bit/bite, pet/Pete.  The silent e makes the vowel sound long. 

When reading out loud, if your child does not know the word, have him/her read the entire sentence and see if the context tells what the word is.  Vocalubary lists are hard because the word is in isolation. Let’s say your child can’t read the word: elephant.  But if it appears in a sentence, she/he most likely would be able to read it:  The circus had lions, tigers and elephants.  Context makes all the difference.  
 
Children need to recognize word patterns:  “right, bright, flight” to build proficiency in reading and spelling.  Also good is to teach them to  recognize prefixes, suffixes, base words and their meaning.  Fortune and misfortune?  Does the meaning change when you add the prefix?  What about like and dislike? Keep flash cards or have a “word wall” in your home.
 
Sit next to your child and take turns reading paragraphs, run your finger along the sentence so your child can see the word you are reading.  Some children read better if they use a bookmark under the sentence.  This helps with focus. 

 Make copies of your child’s book so you can mark up the text.  Try one color for vocabulary words, another for the main idea, another for difficult words.  What I did for my son, was to buy a set of school books for home.  You can buy these through the publisher or through Amazon.  So this way, there was never any “I forgot my book at school.”  Also we could read ahead and, of course, mark up the text.  Textbooks are not inexpensive but consider them an investment in your child’s future.  They are cheaper than tutoring or failing assignments and developing poor self-esteem. 
 
Another idea:  which movie is your child’s favorite?  Go to www.dailyscript.com and look for these.  You can download scripts for free.  Description is quite brief and the rest is dialogue. Have your child play different roles. Most kids would find this fun.  Or buy a subscription to a magazine that would interest your child. Have your child write his/her own book.  Reading with your child pays enormous dividends.  A child who is a proficient reader is likely to be a good writer.  There is a direct link between writing and reading.

Does Your Negative Attitude Towards Math Influence Your Child?

Saturday, February 27th, 2010

At book fairs, some parents tell me they weren’t particularly good at math.  Some will go even further and say they hated math. Some go even further than that and say, “My daughter’s a dummie in math like me.”  What’s shocking to me is they tell me this with their child standing at their side.

STOP and think what this message conveys to your child:

  • Mom/dad wasn’t good in math so maybe I won’t be either.
  • Mom/dad wasn’t good in math and doesn’t expect me to be good in math either.
  •  I’ll show up mom/dad by if I do well in math.  They won’t like it if I’m smarter.

If you say you hate math, be aware you are shaping your child’s attitude toward math, particularly if you’re a mom speaking to a daughter.  Your daughter loves you and seeks to be just like you.  She may pick up the false message math isn’t for girls.  Now most moms would never say, “I hate reading.  I hate books. I haven’t read a book since high school.”  Yet somehow it’s okay for parents to disparage their math skills. 

If you say your child is a dummie in math like you, you are setting your child up for failure.  Your child may choose not to disappoint you.  Like father, like son?   Like mother, like daughter?

My recommendation:  do not to share your negative math experience with your children but encourage them.  If you feel you must share this experience, frame it this way:

  •  I had trouble with math but you won’t because you have a parent who really cares about your success in math and will help you.
  •  Your teacher also cares about your  success in math and will help you. 
  •  You have resources I didn’t have such as great math books, video tutorials, multiplication CDs and math video games.

My point is:  your negative experience stays with you.  Although you had a negative experience, you expect your child to have a positive experience.  You expect your child to succeed in math.  Your child will fulfill these expectations.  There are few parents who do not have the basic skills to make sure their 3rd grade child succeeds in math.  The formula for success is the following:

     Parent’s  POSITIVE expectations  + HELP for child =  SUCCESS

This formula works for any subject matter: English, reading, science, etc.  So think about what message you’re imparting to your child.  Separate your negative experience from your child and make clear that your child will succeed.  Your child deserves no less.