Re: Inactivity sucks

In article <[email hidden]>,

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

Haha, would you really like to know how much working with children
challenges me and requires me to use my brain? Anyway, I'm applying for
spring semester to get my B.A. and get certified to become a teacher.

Say it ain't so.

Why? Don't worry, I won't teach math. I'm thinking middle school
English, or maybe art if they still have art teachers by then. Or maybe
science, I like science.

Science is a good way to go, there is usually a shortage of science
teachers.

In news:[email hidden],
Luna <[email hidden]> stated
|
| Why? Don't worry, I won't teach math. I'm thinking middle school
| English, or maybe art if they still have art teachers by then. Or
| maybe science, I like science.

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

Why? Don't worry, I won't teach math. I'm thinking middle school
English, or maybe art if they still have art teachers by then. Or maybe
science, I like science.

I like science! Do you have a sense of humor? The physical laws of the
universe, at least as they currently are "understood", are the surest proof
that God has a profound sense of humor.

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

In article <[email hidden]>,

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

Haha, would you really like to know how much working with children
challenges me and requires me to use my brain? Anyway, I'm applying
for
spring semester to get my B.A. and get certified to become a teacher.

Say it ain't so.

Why? Don't worry, I won't teach math. I'm thinking middle school
English, or maybe art if they still have art teachers by then. Or maybe
science, I like science.

You don't just casually step into teaching science. You actually have to
know some of it first. Which means you actually have to learn some math.

In article <[email hidden]>,

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

In article <[email hidden]>,

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...
>
>
> Haha, would you really like to know how much working with children
> challenges me and requires me to use my brain? Anyway, I'm applying
> for
> spring semester to get my B.A. and get certified to become a teacher.

Say it ain't so.

Why? Don't worry, I won't teach math. I'm thinking middle school
English, or maybe art if they still have art teachers by then. Or maybe
science, I like science.

You don't just casually step into teaching science. You actually have to
know some of it first. Which means you actually have to learn some math.

I know some science, and I know some math. I'm talking about middle
school level here, and I did well in middle school math and science. I
even went to a "magnet school" for it in seventh grade. I'd definitely
need additional schooling in science if I were to teach it, but I feel
capable of learning it.

What gets me about math is that I don't understand the processes they
use these days, at least at the school where I work. When the kids want
help with their math homework, I can get the answer, and I can explain
how I got it, it's just not the method their teachers want them to use.
For instance, they don't seem to do long division any more. Or there
will be a two digit number at the top, and a bunch of boxes underneath,
and you have to put some numbers in the boxes, but there's no
instructions. I'm guessing they want factors, but it doesn't say.

--
http://www.mindspring.com/~lunachick

In article <[email hidden]>,

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

In article <[email hidden]>,

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...
> In article <[email hidden]>,
> "JC Der Koenig" <[email hidden]> wrote:
>
>> "Luna" <[email hidden]> wrote in message
>> news:[email hidden]...
>> >
>> >
>> > Haha, would you really like to know how much working with children
>> > challenges me and requires me to use my brain? Anyway, I'm applying
>> > for
>> > spring semester to get my B.A. and get certified to become a
>> > teacher.
>>
>> Say it ain't so.
>
> Why? Don't worry, I won't teach math. I'm thinking middle school
> English, or maybe art if they still have art teachers by then. Or
> maybe
> science, I like science.

You don't just casually step into teaching science. You actually have to
know some of it first. Which means you actually have to learn some math.

I know some science, and I know some math. I'm talking about middle
school level here, and I did well in middle school math and science. I
even went to a "magnet school" for it in seventh grade. I'd definitely
need additional schooling in science if I were to teach it, but I feel
capable of learning it.

What gets me about math is that I don't understand the processes they
use these days, at least at the school where I work. When the kids want
help with their math homework, I can get the answer, and I can explain
how I got it, it's just not the method their teachers want them to use.
For instance, they don't seem to do long division any more. Or there
will be a two digit number at the top, and a bunch of boxes underneath,
and you have to put some numbers in the boxes, but there's no
instructions. I'm guessing they want factors, but it doesn't say.

I suppose there is hope for you yet. The way math and science is being
taught at many elementary and middles schools leaves a lot to be desired, as
you've seen. Perhaps you can fix it. ;-)

The most important fundamental thing in both math and science, imo, is
logic. The scientific method is all about logic. Logic, critical
thinking, and questions that have only one right answer are unpopular
concepts right now. "Self esteem" is considered more important.

I'm really grateful for the approach we use in our after-school program.
In our games, sometimes you lose. None of that "everyone's a winner"
[censored]. I remember playing a card game that required speed with this one
girl, and she said "Can you slow down, because I can't go as fast as
you, and it's not fair." And I said "If I slow down, you'll never learn
to be faster." And within a few weeks, she was just as fast as I was and
giving me a real challenge!

In our arts and crafts projects, sometimes there _is_ a wrong way to do
it. If a kid is upset because he or she messed up, instead of lying and
saying they did fine, we say "What part do you not like? Is there a way
to fix it or make it work? What will you do differently next time?" I
love getting to weave in these life-skills concepts into things like
playing cards or making a paper plate mask. In arts and crafts, instead
of telling them how to do a project, I usually start with showing the
finished product, and asking them things like "What do you think the
first step should be? What do you think the trickiest part is going to
be?" Reverse engineering! Love it!!

Anyway, blah blah enough about work.

--
http://www.mindspring.com/~lunachick

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

In article <[email hidden]>,

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

In article <[email hidden]>,
"JC Der Koenig" <[email hidden]> wrote:

> "Luna" <[email hidden]> wrote in message
> news:[email hidden]...
> > In article <[email hidden]>,
> > "JC Der Koenig" <[email hidden]> wrote:
> >
> >> "Luna" <[email hidden]> wrote in message
> >> news:[email hidden]...
> >> >
> >> >
> >> > Haha, would you really like to know how much working with
> >> > children
> >> > challenges me and requires me to use my brain? Anyway, I'm
> >> > applying
> >> > for
> >> > spring semester to get my B.A. and get certified to become a
> >> > teacher.
> >>
> >> Say it ain't so.
> >
> > Why? Don't worry, I won't teach math. I'm thinking middle school
> > English, or maybe art if they still have art teachers by then. Or
> > maybe
> > science, I like science.
>
> You don't just casually step into teaching science. You actually have
> to
> know some of it first. Which means you actually have to learn some
> math.

I know some science, and I know some math. I'm talking about middle
school level here, and I did well in middle school math and science. I
even went to a "magnet school" for it in seventh grade. I'd definitely
need additional schooling in science if I were to teach it, but I feel
capable of learning it.

What gets me about math is that I don't understand the processes they
use these days, at least at the school where I work. When the kids
want
help with their math homework, I can get the answer, and I can explain
how I got it, it's just not the method their teachers want them to use.
For instance, they don't seem to do long division any more. Or there
will be a two digit number at the top, and a bunch of boxes underneath,
and you have to put some numbers in the boxes, but there's no
instructions. I'm guessing they want factors, but it doesn't say.

I suppose there is hope for you yet. The way math and science is being
taught at many elementary and middles schools leaves a lot to be desired,
as
you've seen. Perhaps you can fix it. ;-)

The most important fundamental thing in both math and science, imo, is
logic. The scientific method is all about logic. Logic, critical
thinking, and questions that have only one right answer are unpopular
concepts right now. "Self esteem" is considered more important.

I'm really grateful for the approach we use in our after-school program.
In our games, sometimes you lose. None of that "everyone's a winner"
[censored]. I remember playing a card game that required speed with this one
girl, and she said "Can you slow down, because I can't go as fast as
you, and it's not fair." And I said "If I slow down, you'll never learn
to be faster." And within a few weeks, she was just as fast as I was and
giving me a real challenge!

In our arts and crafts projects, sometimes there _is_ a wrong way to do
it. If a kid is upset because he or she messed up, instead of lying and
saying they did fine, we say "What part do you not like? Is there a way
to fix it or make it work? What will you do differently next time?" I
love getting to weave in these life-skills concepts into things like
playing cards or making a paper plate mask. In arts and crafts, instead
of telling them how to do a project, I usually start with showing the
finished product, and asking them things like "What do you think the
first step should be? What do you think the trickiest part is going to
be?" Reverse engineering! Love it!!

Anyway, blah blah enough about work.

I can see that you're quite enthusiastic. Try to remember though, in the
end, teaching is pretty much the same as factory work.

In article <[email hidden]>,

JC Der Koenig said:

Quoted message said:

I can see that you're quite enthusiastic. Try to remember though, in the
end, teaching is pretty much the same as factory work.

Is it? I mean, I can see the superficial resemblance, thinking of the
kids as a product. But I was hoping there was room for creativity and
innovation.

I've only been working with kids for little over a year now, but I've
yet to find it dull. Frustrating and exhausting sometimes, yes, but not
dull. And every time I get frustrated or exhausted, some kid will do
something hilarious or sweet or brilliant and bring my smile right back.

During arts and crafts today, I overheard one kid say "What do I do
now?" and a six year old girl said "You should have been listening! You
need to pay attention!" Cracked me right up. I don't imagine doodads
on an assembly line would ever make me laugh like that.

--
http://www.mindspring.com/~lunachick

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

In article <[email hidden]>,

JC Der Koenig said:

Quoted message said:

I can see that you're quite enthusiastic. Try to remember though, in the
end, teaching is pretty much the same as factory work.

Is it? I mean, I can see the superficial resemblance, thinking of the
kids as a product. But I was hoping there was room for creativity and
innovation.

I've only been working with kids for little over a year now, but I've
yet to find it dull. Frustrating and exhausting sometimes, yes, but not
dull. And every time I get frustrated or exhausted, some kid will do
something hilarious or sweet or brilliant and bring my smile right back.

During arts and crafts today, I overheard one kid say "What do I do
now?" and a six year old girl said "You should have been listening! You
need to pay attention!" Cracked me right up. I don't imagine doodads
on an assembly line would ever make me laugh like that.

Have you ever worked in a factory?

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

In article <[email hidden]>,

JC Der Koenig said:

>

I can see that you're quite enthusiastic. Try to remember though, in the
end, teaching is pretty much the same as factory work.

Is it? I mean, I can see the superficial resemblance, thinking of the
kids as a product. But I was hoping there was room for creativity and
innovation.

I've only been working with kids for little over a year now, but I've
yet to find it dull. Frustrating and exhausting sometimes, yes, but not
dull. And every time I get frustrated or exhausted, some kid will do
something hilarious or sweet or brilliant and bring my smile right back.

During arts and crafts today, I overheard one kid say "What do I do
now?" and a six year old girl said "You should have been listening! You
need to pay attention!" Cracked me right up. I don't imagine doodads
on an assembly line would ever make me laugh like that.

Have you ever worked in a factory?

just wait until she finds out that junior high school kids are nothing
like six year olds.

"The Queen of Cans and Jars" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

just wait until she finds out that junior high school kids are nothing
like six year olds.

Yup, much lower in maturity.

Rich (8th grade math)

Luna <[email hidden]> wrote:
:> In article <[email hidden]>,
:> "JC Der Koenig" <[email hidden]> wrote:
:> > >
:> >
:> > I can see that you're quite enthusiastic. Try to remember though,
:> > in the end, teaching is pretty much the same as factory work.
:>
:> Is it? I mean, I can see the superficial resemblance, thinking of
:> the kids as a product. But I was hoping there was room for
:> creativity and innovation.

Some aspects of teaching are like factory work, others aren't. Teaching the
same material semester after semester, year after year, can get boring.
Seeing students make the same mistakes year after year gets boring. Etc.
However, the students' peronsalities are fresh, and you can create some
freshness by coming up with new projects, etc. And trying to teaching
techniques, etc. I don't know how much flexibility there is in k12, though.

:>
:> I've only been working with kids for little over a year now, but I've
:> yet to find it dull. Frustrating and exhausting sometimes, yes, but
:> not dull. And every time I get frustrated or exhausted, some kid
:> will do something hilarious or sweet or brilliant and bring my smile
:> right back.
:>
:> During arts and crafts today, I overheard one kid say "What do I do
:> now?" and a six year old girl said "You should have been listening!
:> You need to pay attention!" Cracked me right up. I don't imagine
:> doodads
:> on an assembly line would ever make me laugh like that.
:>
:> --
:> http://www.mindspring.com/~lunachick

"The Queen of Cans and Jars" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

In article <[email hidden]>,
"JC Der Koenig" <[email hidden]> wrote:
> >
>
> I can see that you're quite enthusiastic. Try to remember though, in
> the
> end, teaching is pretty much the same as factory work.

Is it? I mean, I can see the superficial resemblance, thinking of the
kids as a product. But I was hoping there was room for creativity and
innovation.

I've only been working with kids for little over a year now, but I've
yet to find it dull. Frustrating and exhausting sometimes, yes, but
not
dull. And every time I get frustrated or exhausted, some kid will do
something hilarious or sweet or brilliant and bring my smile right
back.

During arts and crafts today, I overheard one kid say "What do I do
now?" and a six year old girl said "You should have been listening!
You
need to pay attention!" Cracked me right up. I don't imagine doodads
on an assembly line would ever make me laugh like that.

Have you ever worked in a factory?

just wait until she finds out that junior high school kids are nothing
like six year olds.

But they are like six year olds, just bigger and with hormonal problems.

;-)

Roger Zoul said:

Luna <[email hidden]> wrote:
:> In article <[email hidden]>,
:> "JC Der Koenig" <[email hidden]> wrote:
:> > >
:> >
:> > I can see that you're quite enthusiastic. Try to remember though,
:> > in the end, teaching is pretty much the same as factory work.
:>
:> Is it? I mean, I can see the superficial resemblance, thinking of
:> the kids as a product. But I was hoping there was room for
:> creativity and innovation.

Some aspects of teaching are like factory work, others aren't.

I know very little about the formal aspects of teaching grade
schoolers, but unless you work for a private, charter, or alternative
school, I would bet overwhelmingly that being a public school teacher
is just like toiling at an assembly line.

Thats less the fault of the teachers than it is the system they work
for.

Quoted message said:

Teaching the
same material semester after semester, year after year, can get boring.
Seeing students make the same mistakes year after year gets boring. Etc.
However, the students' peronsalities are fresh, and you can create some
freshness by coming up with new projects, etc. And trying to teaching
techniques, etc. I don't know how much flexibility there is in k12, though.

:>
:> I've only been working with kids for little over a year now, but I've
:> yet to find it dull. Frustrating and exhausting sometimes, yes, but
:> not dull. And every time I get frustrated or exhausted, some kid
:> will do something hilarious or sweet or brilliant and bring my smile
:> right back.
:>
:> During arts and crafts today, I overheard one kid say "What do I do
:> now?" and a six year old girl said "You should have been listening!
:> You need to pay attention!" Cracked me right up. I don't imagine
:> doodads
:> on an assembly line would ever make me laugh like that.
:>
:> --
:> http://www.mindspring.com/~lunachick

[email hidden] wrote:
:: Roger Zoul wrote:
::: Luna <[email hidden]> wrote:
::::: In article <[email hidden]>,
::::: "JC Der Koenig" <[email hidden]> wrote:
:::::::
::::::
:::::: I can see that you're quite enthusiastic. Try to remember
:::::: though, in the end, teaching is pretty much the same as factory
:::::: work.
:::::
::::: Is it? I mean, I can see the superficial resemblance, thinking of
::::: the kids as a product. But I was hoping there was room for
::::: creativity and innovation.
:::
::: Some aspects of teaching are like factory work, others aren't.
::
:: I know very little about the formal aspects of teaching grade
:: schoolers, but unless you work for a private, charter, or alternative
:: school, I would bet overwhelmingly that being a public school teacher
:: is just like toiling at an assembly line.

That may very well be true.

::
:: Thats less the fault of the teachers than it is the system they work
:: for.
::

Yes, they do seem to be very rigid in what must be done in the classroom.

::: Teaching the
::: same material semester after semester, year after year, can get
::: boring. Seeing students make the same mistakes year after year gets
::: boring. Etc. However, the students' peronsalities are fresh, and
::: you can create some freshness by coming up with new projects, etc.
::: And trying to teaching techniques, etc. I don't know how much
::: flexibility there is in k12, though.
:::
:::::
::::: I've only been working with kids for little over a year now, but
::::: I've yet to find it dull. Frustrating and exhausting sometimes,
::::: yes, but not dull. And every time I get frustrated or
::::: exhausted, some kid will do something hilarious or sweet or
::::: brilliant and bring my smile right back.
:::::
::::: During arts and crafts today, I overheard one kid say "What do I
::::: do now?" and a six year old girl said "You should have been
::::: listening! You need to pay attention!" Cracked me right up. I
::::: don't imagine doodads
::::: on an assembly line would ever make me laugh like that.
:::::
::::: --
::::: http://www.mindspring.com/~lunachick

"Roger Zoul" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

[email hidden] wrote:
:: Roger Zoul wrote:
::: Luna <[email hidden]> wrote:
::::: In article <[email hidden]>,
::::: "JC Der Koenig" <[email hidden]> wrote:
:::::::
::::::
:::::: I can see that you're quite enthusiastic. Try to remember
:::::: though, in the end, teaching is pretty much the same as factory
:::::: work.
:::::
::::: Is it? I mean, I can see the superficial resemblance, thinking of
::::: the kids as a product. But I was hoping there was room for
::::: creativity and innovation.
:::
::: Some aspects of teaching are like factory work, others aren't.
::
:: I know very little about the formal aspects of teaching grade
:: schoolers, but unless you work for a private, charter, or alternative
:: school, I would bet overwhelmingly that being a public school teacher
:: is just like toiling at an assembly line.

That may very well be true.

::
:: Thats less the fault of the teachers than it is the system they work
:: for.
::

Yes, they do seem to be very rigid in what must be done in the classroom.

A lot depends on the School Board, the Superintendent, and the Principal.
Sometimes there is a good degree of latitude, and sometimes there is extreme
micromanagement. It seems that the more they get wrapped up in standarized
scores, or the lack of achievement as far as the percentage of students
passing standardized tests, the more likely that they'll tend toward
micromanagement.

JC Der Koenig wrote:
:: "Roger Zoul" <[email hidden]> wrote in message
:: news:[email hidden]...
::: [email hidden] wrote:
::::: Roger Zoul wrote:
:::::: Luna <[email hidden]> wrote:
:::::::: In article <[email hidden]>,
:::::::: "JC Der Koenig" <[email hidden]> wrote:
::::::::::
:::::::::
::::::::: I can see that you're quite enthusiastic. Try to remember
::::::::: though, in the end, teaching is pretty much the same as
::::::::: factory work.
::::::::
:::::::: Is it? I mean, I can see the superficial resemblance,
:::::::: thinking of the kids as a product. But I was hoping there was
:::::::: room for creativity and innovation.
::::::
:::::: Some aspects of teaching are like factory work, others aren't.
:::::
::::: I know very little about the formal aspects of teaching grade
::::: schoolers, but unless you work for a private, charter, or
::::: alternative school, I would bet overwhelmingly that being a
::::: public school teacher is just like toiling at an assembly line.
:::
::: That may very well be true.
:::
:::::
::::: Thats less the fault of the teachers than it is the system they
::::: work for.
:::::
:::
::: Yes, they do seem to be very rigid in what must be done in the
::: classroom.
:::
:::
:: A lot depends on the School Board, the Superintendent, and the
:: Principal. Sometimes there is a good degree of latitude, and
:: sometimes there is extreme micromanagement. It seems that the more
:: they get wrapped up in standarized scores, or the lack of
:: achievement as far as the percentage of students passing
:: standardized tests, the more likely that they'll tend toward
:: micromanagement.

Makes sense. Good to know that sometimes there is latitude, too.

In article <[email hidden]>,

JC Der Koenig said:

"Luna" <[email hidden]> wrote in message
news:[email hidden]...

Quoted message said:

In article <[email hidden]>,

JC Der Koenig said:

>

I can see that you're quite enthusiastic. Try to remember though, in the
end, teaching is pretty much the same as factory work.

Is it? I mean, I can see the superficial resemblance, thinking of the
kids as a product. But I was hoping there was room for creativity and
innovation.

I've only been working with kids for little over a year now, but I've
yet to find it dull. Frustrating and exhausting sometimes, yes, but not
dull. And every time I get frustrated or exhausted, some kid will do
something hilarious or sweet or brilliant and bring my smile right back.

During arts and crafts today, I overheard one kid say "What do I do
now?" and a six year old girl said "You should have been listening! You
need to pay attention!" Cracked me right up. I don't imagine doodads
on an assembly line would ever make me laugh like that.

Have you ever worked in a factory?

No. I've done work that felt factory-like though. Building props for
shows where you have to make hundreds of the same things over and over,
for days. I also worked on a set once that was a ship, and we had all
these surfaces we had to cover with fake rivets. These little rubber
balls cut in half. Then there was the event design company, doing
flower arrangements in an assembly line. And a furniture company, with
"genuine hand painted furniture" painting the same design over and over
and over . . . . I'm guessing these experiences give me a taste for what
factory work is like, but I could be wrong.

--
http://www.mindspring.com/~lunachick

In article <[email hidden]>,

Quoted message said:

Roger Zoul said:

Luna <[email hidden]> wrote:
:> In article <[email hidden]>,
:> "JC Der Koenig" <[email hidden]> wrote:
:> > >
:> >
:> > I can see that you're quite enthusiastic. Try to remember though,
:> > in the end, teaching is pretty much the same as factory work.
:>
:> Is it? I mean, I can see the superficial resemblance, thinking of
:> the kids as a product. But I was hoping there was room for
:> creativity and innovation.

Some aspects of teaching are like factory work, others aren't.

I know very little about the formal aspects of teaching grade
schoolers, but unless you work for a private, charter, or alternative
school, I would bet overwhelmingly that being a public school teacher
is just like toiling at an assembly line.

Thats less the fault of the teachers than it is the system they work
for.

Huh. Is this new? Because I remember some of my elementary school
teachers quite well, especially 4th through 8th grade, and some were
boring and mean, and some were interesting, creative, and kind.
Different teachers definitely taught in different ways. Some just read
from the damn textbooks, some led interesting discussions and gave out
creative assignments. I really don't think they had an exact script
they had to follow, there was room for their personalities to show, room
to be either creative or boring.

--
http://www.mindspring.com/~lunachick