Is School Really About Education?

Today, and the next few days, I hope to be able to just talk to my students in one of my classes. I plan on using the timing of losing many students to senior class trip, along with having to do a mandated Ohio Means Jobs lesson. Many of the lessons are rather basic, or those that do require a little upper level math feel rather forced, kind of like they were copied straight out of the textbook. Yet somehow it has more career connections because it came from the state website instead of a textbook. But, like usual I need to digress before I start to ramble into something I really didn’t intend to talk about.

I have been using my blog to write about some of the more transformative experiences throughout my education and I spent a good chunk of last night rereading some of them. This wasn’t my first attempt at making a personal website, it just changed from what I originally thought it would be. Originally I was going to make a site to supplement my class, a resource for mathematical information. However, I am a unitasking teacher, so I really didn’t need a website to explain all the different methods I am using. Providing mathematical information was kind of pointless because there are hundreds of websites out there to do that, all of them better than anything I could produce. Why have I stuck with writing this time?

I used to consider myself an educator who happened to use math as my medium. To steal a line from my pastor, my purpose was to, “comfort the afflicted and afflict the comfortable.” My goal was to salvage education for those on the brink, the perennial discipline problems, the helpless, and to push the honor roll students to their limits. I felt like I accomplished this goal during a couple of years, and now I find myself constantly chasing that nostalgic moment.

Several years ago I stumbled across a blog that laid out in rather blunt terms the social contract that exists in most schools. (I didn’t bookmark it at the time and cannot find it again, but I want to make it clear that while I agree with the premise that will follow, I did not originate it.) It laid out a vision of school that really resonated with me after I had a nervous breakdown in front of a couple of students. Authentic learning is an inefficient, messy endeavor that is not conducive to a typical educational setting. A classroom inherently relies on efficiency to educate the masses. The problem is that this education resembles training more than education. To be effectively trained, quiet obedience is necessary, but in-depth thinking and analysis is not. A contract develops between teachers and students in this environment, one where the students agree to be obedient and complacent, and the teachers agree to not really make students think, but rather rely on memorization. Students are willing to sacrifice freedom and opinions in exchange for not being challenged.

School becomes a place where an encyclopedia of examples is memorized, and we denote the ability to memorize with grades.

After I had my nervous breakdown in Calculus I, I started teaching differently. Well, teaching in a traditional sense wouldn’t be the correct description. I talked with my students, explained everything in excruciating detail. Since it was more conversational in nature two things happened. One, it was easier to get off task. Two, the questions in class changed. It was less, “How do you…,” and more, “Why did that happen?” Every so often we would actually lose track of time and class would end with nothing resembling any sort of closure, and simply resume the next day. Instead of intro and hooks, we opened the book, picked a problem and started mathing. As a teacher, I absolutely loved it. Every statement or action I did was directly in response to something the students did, and every statement or action they did was in direct response to something I did.

There was only one problem with this set up. How do I grade an open-ended discussion? What if I abandoned my end of the social contract? No more grades.

It worked better than I could have hoped. No more grades, no more contract, no more complacency, actual thought.

The next year I decided to try it for a full year rather than a quarter with my next Calculus I class. Same result, but with an added bonus. I started to realize that there is a huge difference between productivity and learning. It was after one of our off task conversations, it could have been about college athletics, school rules, or whatever else, but it left me with an odd feeling. By any normal definition of a typical classroom it was a wasted day. But it didn’t feel like that. I felt like something was learned because my students engaged in some level of thinking. Don’t get me wrong, I still knew how to set my foot down and decide we needed to do some math, but I stopped feeling guilty if every second of class wasn’t devoted to math.

Unfortunately the following year I did not have a Calculus I class. Additionally I had a Pre-Calculus class, a topic I hadn’t visited since my sophomore and junior year of high school. I was teaching Pre-Calc in a relatively traditional way, cover previous assignment, introduce topic, go through examples, release students to work independently. One day though, I had assigned the following problem from this book. It’s #18 on page 163.

A car leaves Oak Corners at 11:33 AM traveling south at 70 kmh. At the same time, another car is 65 km west of Oak Corners traveling east at 90 kmh.

a) Express the distance between the cars as a function of the time after the first car left Oak Corners.

b) Show that the cars are closest to each other at noon.

A student in class called me over to help her get started and another student joined in on the conversation. I became momentarily lost in the problem, probably a couple minutes elapsed, but when I looked up to talk to these two students I noticed every other single student had come over to observe. Right there it told me something wasn’t working. My students weren’t making the connections between the concepts I was teaching and the exercises that are supposed to enlighten those concepts. I immediately thought of my previous Calc class where I didn’t separate the concepts from the procedures and quickly sent out this poorly worded email.

I am looking for feedback on how I taught Calc I last year. Bascially, did the method of doing work in a small group and working through problems one at a time help or hinder your prepartation for whatever math, or attitude towards math, that you are encountering outside of high school? I ask because I have been burdened with trying to teach precalculus this year and I feel that my classes are creeping ever closer to the model that I used last year and the year before, just on a larger scale. If you guys feel that it actually helped your preparation I think I will try and do the same group work/pacing that we did with Calc. If it didn’t, I will stick with a more traditional model.

I know the sample size is tiny, but I received rather positive feedback. The closest to negative feedback I received was a student telling me he was on par with his classmates in the honors program where the students came from AP and IB classes. So I tried it with the larger group, and it worked surprisingly well. I had buy in from 12 of 14 students on a regular basis.

From these three years of experience I became comfortable admitting my own shortcomings in front of my students and learning with them at times. I accepted that I will never be able to embrace bell to bell productivity and always call it learning. I realized that the best learning is extremely difficult to pigeon hole into letter grades. Sometimes I would take a day off from math, but it never felt wasted because there is so much more to learn than what can be enlightened by mathematical procedures.

The next year I dropped many of the conventions found in the social contract of school. If the actions we were doing in class didn’t help enlighten mathematical knowledge, then I decided that that action was really about obedience. I stopped homework. I showed movies, played games, or just talked with my freshmen in Algebra I after they had mastered a set amount of material, which served the dual purpose of extrinsic motivation and allowed me to start to build personal connections. I completely eliminated the concept of a grade with my upper level electives and made the classes more about claiming authority over knowledge, rather than going over many different derivative rules.

There are things I can’t control in school, but for the first time I felt like I was actually teaching and the majority of my students were actually learning, instead of the usual dance around the burden of obedience. I had a purpose as an educator.


I no longer feel like I have a purpose as an educator who uses mathematics, but that I am now expected to be a provider of mathematical information, which makes be dependent on obedience. I’ve been told that students are liars (“they will just lie to protect you”). I’ve been told that students are not smart enough to engage with material (“they can’t be expected to push themselves like that”). I’ve been told that students are nothing but disrespectful and rude (“punch them in the face and tell them to shut it”). I could keep going, but I hope the picture is becoming clear. For the past three years, I feel like my work environment has been one that distrusts its most important stakeholders, its students, and places a premium on obedience and complacency.

That’s why I keep writing this time, because I’ve lost the autonomy to have these conversations about obedience with my students. If this was three years ago, I don’t think this blog would exist because it’s contents would exist between me and my students.


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