tag:blogger.com,1999:blog-22647813.post6395688367369108015..comments2019-07-02T17:23:40.562-06:00Comments on Contemplations: The Five Misconceptions About Teaching Math and ScienceLaura Whttp://www.blogger.com/profile/17579160512689867301noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-22647813.post-39911338094839657292012-06-22T10:10:01.507-06:002012-06-22T10:10:01.507-06:00BTW, I agree that sometimes the average student ca...BTW, I agree that sometimes the average student can become a better teacher than the "A" student - at least in the regular classroom. Virtually everyone has had the experience, at one time or another in their lives, of not understanding something and having to struggle with it. But sometimes, the "A" student just doesn't realize how slowly the must go for most students. I find myself having this problem a lot, especially in a class where the students aren't giving me much feedback. <br /><br />But I think teachers of the gifted need to understand the differences in what gifted kids need. Teachers who are themselves gifted often understand this better than average teachers.Laura Whttps://www.blogger.com/profile/17579160512689867301noreply@blogger.comtag:blogger.com,1999:blog-22647813.post-41942447975598880292012-06-22T09:51:10.532-06:002012-06-22T09:51:10.532-06:00I love Liping Ma's book and I loved the Alaska...I love Liping Ma's book and I loved the Alaska Math Consortium classes I took, which developed teaching of mathematics through teaching mathematical thinking, but I don't think that those things are the solution to keeping new teachers longer than the 5 years. Teaching is hard. Teachers need to have time to do their work and new teachers need a lot of time. I also think mentoring of new teachers helps. And making the job less stressful would really be great - smaller classes, more support for special needs kids, real help with discipline problems, and so on. <br /><br />I enjoy teaching, but I am currently only subbing. Full time jobs for me meant 50 or 60 hours a week and I can't do that any more. <br /><br />Interesting question about introverts in STEM. I consider myself an introvert and my sisters and nieces, too. All of us are mathy-sciency types. And, I think this is, in fact, one of my difficulties. When I am teaching, I almost NEVER go into the teachers' lounges during my break times. I need time to myself to recover from the hard work with the kids. But it means that I don't network like I should - to develop contacts and possibly a more regular position.Laura Whttps://www.blogger.com/profile/17579160512689867301noreply@blogger.comtag:blogger.com,1999:blog-22647813.post-60759742292431126782012-06-22T09:04:37.147-06:002012-06-22T09:04:37.147-06:00I think if teacher development is more like what L...I think if teacher development is more like what Liping Ma talks about in Knowing and Teaching Elementary Mathematics (a constant discussion and feedback system with other professionals), then it becomes more useful than periodic inservice days or college courses. <br /><br />I agree that A students who always just "got it" aren't always the best teachers. However, you do need a teacher who can reach the top students, too, and aren't intimidated by what they're doing and capable of.<br /><br />As someone who enjoys teaching (although I don't do it professionally) but finds it draining, I wonder whether the proportion of introverts in STEM affects things. (Is the proportion of introverts in STEM different than the proportion of introverts in the humanities, for example?) If teachers are introverts, then it's easy to see why they might burn out.Jo in OKCnoreply@blogger.com