About Me

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MN, United States
Tutor, Business Owner, Technology innovator

Tuesday, November 17, 2015

Game time

It seems like you know when the season  or inside sports really takes swing; the appearance of practice jerseys lining the benches. What you don't see is the other things that develop when you're not looking.

For example, those who recognize this
should take pride in that recognition. So the old debate continues, what's more important, sports or academics? If you answered both, you are on the right track as long as you don't sacrifice one for the other.

The real question is this: what's your goal for being involved in either? I'm assuming you are involved, and if not GET INVOLVED. Yes, I metaphorically yelled, but that's the point. 

Remember the BCBS commercial that showed on the screen "Do something for 10 minutes every day." Do something for your mind and body, it might help you think more clearly about that Algebra problem.

Til I chalk again,

Mr. Shel

Saturday, October 17, 2015

Robotics? Me? Direct a team?

I liked the sound of the idea...but it brings me to another level in my life when my own kids are more involved, my wife just took on more duties (play director) and I am teaching 5 distinctively different classes.

Now that I've vented, I do have a starter group of young minds who can't wait to get started. I also found a sponsor willing to give us the bare minimum essentials to get started. I still have to figure out how to get the challenge kit, but 1 step at a time.

Til I chalk again,

Mr. Shel

Monday, January 19, 2015

When am I ever going to use this?

It seems that 

students who do not value math, or perhaps do not fully understand the nature of how math is a vital part of their lives, do not take their learning seriously (or have doubts that such concepts they are studying ARE in the real world, despite all the "real-world" exercise problems they have been given.  (I say that sarcastically, but that will have to be expanded on in another issue).

The problem lies in getting students to actually make connections to what they are learning.  Several times they practice the concept, but fail to make a translation of how it can be used in their own lives.  --Much like the monitor I took a picture of.  It can be useful, and by now it seems ridiculous to not use one almost every day.  Do you see a problem with it?

IF you said, "Well duh, it's unplugged," then you are right.  It may have value, but if there's no connection to the wall, you can't turn it on.  So unless you are Infamous (Cole) there's no way power is going to make it work without plugging into an outlet.  In this analogy the brain is the source of power, and the application is the monitor.  Sometimes in math, we need to generate the "electricity" behind the concept before "plugging in" the applications.  

Of course, in this instant gratification age (wait, I thought that was my age, except now instant oatmeal takes too LONG to cook for our illustrious 13-18 year olds), they just want "the answer."  My response is usually "I don't care about the answer, it only means you did the PROCESS right.  If you want credit for an incorrect answer, show me the work."  

For all answers, "there's an app for that."  For everything else, we need to train the 3 pound computer between the ears to power up and process.

Til net time,  Mr. Shel