Posted by: rdkpickle | 12.17.2014

smart girls

I think I post this quote about once per annum:

“If you feel your value lies in being merely decorative, I fear that someday you might find yourself believing that’s all that you really are. Time erodes all such beauty, but what it cannot diminish is the wonderful workings of your mind: Your humor, your kindness, and your moral courage. These are the things I cherish so in you. I so wish I could give my girls a more just world. But I know you’ll make it a better place.”

- Marmee, Little Women

Additionally: (xkcd)

Although not permanently.

To ALL of the smart, beautiful, kind, uniquely talented young women I have been given the opportunity to work with each day – I hope you are able to cut through all of the noise, all of the pressures, all of the expectations – and find your own voice speaking with confidence and your own heart acting out in courage. You are all capable of achieving great things. It is possible for you to “change the world by being yourself.” Remember, “if you want to do this stuff, you won’t be alone.”

Posted by: rdkpickle | 11.13.2014

mediocre classroom action

As promised:

Today we wrapped a nice review of solving systems of equations. The 8th grade math curriculum has students spending quite a bit of time solving systems of equations, especially at the feeder middle school, where the teachers are very talented and the students are primed for algebraic concepts. This week, we spent Monday talking solving systems graphically (by hand and on the calculator), Tuesday solving by substitution (my favorite), and Wednesday solving using elimination.

Things that make me happy: students know their strengths and weaknesses. They have preferences re: solving systems, and they are willing to talk about them. They understand the pros and cons of the different methods. They can use mathematical language to describe these. This is good.

Today we: had a bellwork problem (#tbt – throwback Thursday – about writing the equation of a line perpendicular to a given line through a point.)


Had to check HW. I stamp if students complete on time, project the answers (fully worked by me) under the document camera, and students are supposed to check in pen and self-score, correcting any mistakes. We watched the (so great the lyrics are perfect!) “All I Do is Solve” song parody to recap the three methods.

I rearranged the desks with students in groups of 3. 1 paper per group. Discuss, record strengths and weaknesses of each method. Passed out individual copies and collected group work to throw under projector. Some great responses from students!

systems 12

systems 11 systems 10

systems 9

systems 8

systems 7

systems 6
systems 4

systems 2

systems 1

systems 3

(I only included this last one because they put under “graphing on the calculator” – “expensive” and Desmos is out to change all that.)

Afterwards, time spent practicing writing equations and solving systems for some (usually quite contrived) word problems. It’s a good day in my classroom when I talk A LITTLE and my students talk A LOT. That happened today, and while it mostly felt like lip-service because many of these skills were touched upon or even mastered in 8th grade math, it was a good day.

Quiz tomorrow. Inequalities in 2 variables next week. (New for all. On deck: Mathalicious Datelines. Duh.) A fairly typical day. Mediocre. Solid. I came home tired, ready for Friday and the coming weekend.

Posted by: rdkpickle | 10.26.2014

familiarity + surprise

I think about this quote a lot. When I thrill to the excitement of solving a new problem with friends, when I share a much-loved problem with students, and when I find new surprises in well-worn places. This has been a good week.

TORTOISE: And there is something very dramatic about the few moments of silent suspense hanging between prelude and fugue-that moment where the theme of the fugue is about to ring out, in single tones, and then to join with itself in ever-increasingly complex levels of weird, exquisite harmony.

ACHILLES: I know just what you mean. There are so many preludes and fugues which I haven’t yet gotten to know, and for me that fleeting interlude of silence is very exciting; it’s a time when I try to second-guess old Bach. For example, I always wonder what the fugue’s tempo will be: allegro or adagio? Will it be in 6/8 or 4/4? Will it have three voices or five-or four? And then, the first voice starts…. Such an exquisite moment.

CRAB: Ah, yes, well do I remember those long-gone days of my youth, the days when I thrilled to each new prelude and fugue, filled with the excitement of their novelty and beauty and the many unexpected surprises which they conceal.

ACHILLES: And now? Is that thrill all gone?

CRAB: It’s been supplanted by familiarity, as thrills always will be. But in that familiarity there is also a kind of depth, which has its own compensations. For instance, I find that there are always new surprises which I hadn’t noticed before.

ACHILLES: Occurrences of the theme which you had overlooked?

CRAB: Perhaps-especially when it is inverted and hidden among several other voices, or where it seems to come rushing up from the depths, out of nowhere. But there are also amazing modulations which it is marvelous to listen to over and over again, and wonder how old Bach dreamt them up.

ACHILLES: I am very glad to hear that there is something to look forward to, after I have been through the first flush of infatuation with the Well-Tempered Clavier-although it also makes me sad that this stage could not last forever and ever.

CRAB: Oh, you needn’t fear that your infatuation will totally die. One of the nice things about that sort of youthful thrill is that it can always be resuscitated, just when you thought it was finally dead. It just takes the right kind of triggering from the outside.

ACHILLES: Oh, really? Such as what?

CRAB: Such as hearing it through the ears, so to speak, of someone to whom it is a totally new experience-someone such as you, Achilles. Somehow the excitement transmits itself, and I can feel thrilled again.

- Gödel, Escher, Bach: An eternal golden braid by Douglas Hofstadter

(Thanks to Dawson and VSA 2008 for helping me to fall in love with this passage.)

(Note: we solved it “by hand” first – then @CmonMattTHINK shared his solution on Mathematica after we were finished celebrating.)

ring of 32 celebration

Posted by: rdkpickle | 10.21.2014

a little less conversation

Here’s what the Williamson County School Board is up to these days.

This is where we started:

original common core resolution 1

original common core resolution 2

original common core resolution 3


(images via Williamson Strong)

And this is where we landed:

resolution re: common core, revised

(Passed 12-0)

Don’t ask the teachers how we feel about the Common Core State Standards. We have “enough on [our] plates” without a poll. (Candace Emerson – District 8)

“The teachers were polled – it’s called an election.” (Dr. Beth Burgos – District 10 + newly elected Vice-Chair)


Dr. Mike Looney, WCS Superintendent, in an exchange that pretty much characterizes this whole thing happening right now:

“In every other district I’ve worked with, the board and superintendent work as a team. I think the sooner we get there, the better off we will be.

“My impression would be it would be extremely problematic if the board hired a PR firm. We don’t have a PR firm; we have a communications department and their focus is on communicating about kids and not about the grown-ups.

“I think part of it is understanding. I don’t mean to be rude — that you don’t have any authority. The only time you have any authority is when you are in session and voting. Please don’t take this as disrespect, but you can’t call Carol [Birdsong] up and say, ‘I want you to do a newspaper rebuttal on this or that.’ That’s not how it works. I think some of that will go away when you have had board training and understand what the law allows you to do.”

Really fun when I hit command f: and “kids” [not found] “children” [not found] “students” [not found] “boys and girls” [not found]

Have fun on your upcoming board retreat.

Posted by: rdkpickle | 10.19.2014

rate of change

I’ve been a bit worried, lately, that resolved anxiety has led to mild amounts of complacency and boredom. The issue is not that I am under any kind of delusion that I have no more growing to do as a teacher. (Please.) It’s that – absent the novice teacher’s quest for a comfortable teaching identity, the sizable (but satisfying) task of prepping a new class, or the “don’t-want-to-do-that-again-any-time-soon-thanks” crisis of navigating a new school – I have yet to adequately define the challenge I am supposed to be directing my energy and attention towards.

What are the conditions under which I produce my best work? How can I more clearly define my goals for this next phase of my career?

Is it selfish to do the exact amount of work required to make each day a reasonable “success”? Is it selfish to expect to be getting something different out of this job?

Posted by: rdkpickle | 09.11.2014

the power of yet

Presented without comment, Janelle Monae on Sesame Street singing about “the power of yet.”

Happy September, all. I hope your school year has gotten off to a great start.

Posted by: rdkpickle | 08.24.2014

my classroom

A little peek into my room this year. Right wall (with assignments/agenda and corner of my desk), middle wall (with student desks – not always in rows, we move them to partners, or groups of 3 or 4 depending on the activity), and left wall (the nice whiteboards in the room). Not pictured: my desk area with printer, computer dock, Elmo document camera, and binders for my classes, front wall with 2 awesome posters and Promethean board.

right wall

middle of room

left wall

These photos were taken right before the first day of school – a half-day schedule on a Friday.

This is about 1000x better looking than last year. I love it! :)


Posted by: rdkpickle | 08.24.2014


“Evolution is fascinating to watch. To me it is the most interesting when one can observe the evolution of a single man.” 

- Shana Alexander

Evolute1” by Sam Derbyshire – Licensed under CC BY-SA 1.0 via Wikimedia Commons.

Evolutionary forces:

  • time: I am no longer a new teacher at my school. This is huge. I can’t even explain all the ways this is huge. My room is set up the way I want it – I have spent hours and hours in it, I feel at home in it. My body knows how to move in it, my brain knows how to visualize the space. I know where the copiers are in the building and how to un-jam them and how to make small talk with colleagues while I wait my turn. I have bookmarked the 50 different websites with 50 different logins that I need to know in order to – take attendance, score benchmark tests, request a sub, input professional development hours, email students (GAFE account, which is different than work email…?), check standardized test scores from last year and analyze data, access online textbook(s). I know students and say hi to them in the hallways. They come back to me to talk about their current school year or get a quick refresher course in factoring.
  • new challenges: I’m teaching the Honors sections of Algebra 1 this year, which means I have tried to step up my game and be sure I both [understand] what my students know and where they are and [push] them to really challenge themselves mathematically. (I mean, I did that before too… it’s just a different calibration process when I am consciously trying to up the ante.) I haven’t lost anyone yet. They had a really solid foundation at the middle school, and they’re ready to stretch. They are happy and hilarious and they are jumping in full-force to the tasks and activities I am putting in their path.
  • routine: (This probably deserves its own post, but:) I’ve got a few things down that I didn’t have down previously. Some new things that have helped me maximize class time, make some things easier on myself, improve my work-flow. Like bellwork. I mean, duh. But coming from a school with a crazy rotating schedule this particular routine never made much sense with the way classes worked. This year, I’ve got a bellwork template (maybe I will post it when I am less lazy) and the students come in and THEY start class. I have time to do what I need to do to reset my brain. My teacher workstation (printer, laptop dock) is up by my teacher desk (they moved the cables) and I have a document camera and a Promethean board. I have index cards for calling on students randomly (I do this for bellwork to encourage them to be ready to go when it is time to go over the problem.) We keep our binders organized, my students know where to pick up handouts, turn in papers, and pick up graded work (I made individual mailboxes with hanging file-folders in crates.) My desk is an OCD-person’s dream come true. I’ve hit a rhythm in my days, with study hall and planning period being used to get ahead, less stress in my day, leaving work with work DONE.

I don’t really know if I can keep up this positive attitude + rested feeling, but here is hoping. This is so far from where I was last year. So far.

“It may seem to some that it took me too long to learn what I have learned, and that I made many foolish mistakes, and missed many obvious clues. I feel no guilt about this. I was trying as best I could to discover something difficult and important, and I suspect there was no path to it much quicker or shorter than the one I took.”  

- John Holt, preface to how children fail

Posted by: rdkpickle | 07.31.2014

we all crave the real stuff

I’m gonna let a couple of other people say the things I’ve been thinking about.

“Learning how to be present with the big, scary openness of not-knowing is no small thing. That is why we zone out, check our phones a hundred times an hour, play video games, watch TV, assault-eat, numb out, zone out, distract ourselves. We all crave the real stuff, but connecting with it feels like sticking a butter knife into the electrical socket.” – Elizabeth Statmore (@cheesemonkeysf) – “The Organism Moves Towards Health”

“It’s so much better to enjoy where you are than worry about where you’re not. Wonders are everywhere, so if you don’t see this one, today, you’ll see another. Promise.” – Pam Mandel, via Chris Guillebeau – “A Free-Range Life: On the Road with Pam Mendel”

The best parts of #tmc14, for me, were the quiet moments – powerful connections made through meaningful conversation. I focused on slowing down and listening, truly and intentionally. I tried to practice asking better questions. I watched people I admire like a scientist, jotting down mental field notes on the strange and spectacular specimens. It was pretty great. Some of those up-until-4-am chats won’t be forgotten by me, not for a long time. That was the real stuff.

Post-tmc, my mind is on the upcoming school year. I’m thinking about culture building and status and the 150+ teenagers that will walk through my door in just about a week, nervously beginning their high school experience. It’s a pretty big responsibility to steward these young minds, but lately instead of seeming overwhelming it feels like the only possible thing that makes sense for me to be doing with my time.

[This is as close to a recap as I can muster.]

Posted by: rdkpickle | 07.25.2014

things i am not sure about

when to be confident + when to embrace humility
when to share + when to listen
when to be supportive + when to be critical
when to work alone + when to seek help

What a talented, weird, thoughtful group of teachers we have here in Jenks for #tmc14. Today I spent a lot of time thinking about listening, status, fear, justification, identity, and more.

I don’t think we have something magical that couldn’t exist elsewhere. (Meaning: we are not “the best teachers!!!” But we are all teachers who care about getting better at what we do, which counts for a whole lot.)

I do think we’ve learned to learn from each other in ways that are hard to explain / duplicate. (For example: To be living through a task as a student, analyzing it as a teacher, listening to / noticing teacher moves made by presenter, and reading others’ thoughts about it in real time on twitter is a whole brain-body kind of experience.) Tomorrow I aim to ask better questions, engage more deeply, slow down, and sink in.

In almost every session today we spoke about exposing, discussing, honoring multiple approaches to the same question. Perhaps the teachers here are 150 unique solutions to a pretty worthy task. I am watching all of you very closely – keep teaching me.

(another thing I am not sure about: posting at 1 am. good. night.)

[Edit: Justin Lanier @j_lanier pushed me to expand on my thoughts a bit via twitter. Here’s what I wrote:

confidence/humility – when is it appropriate to carry each inside the classroom (to “sell” an activity or a topic to students, to share vulnerabilities about how things are going) and outside of the classroom (danger in thinking you have all of the answers vs. being cripplingly unsure of the value of your work)

share/listen – as a part of this community. what do i have to offer? what do i miss out on learning by worrying about what i can uniquely contribute?

supportive/critical – how to support friends/colleagues as they grow in thoughts about teaching when i may disagree with choices they make or things they say because of “where” they are in that process. also how to step back and put everything through my brain twice (like in sessions here) when things are moving at breakneck pace. not just nodding in agreement at a nice soundbite but stopping and saying, “huh, what assumptions are being made here? do i agree?”

work alone/seek help – in my planning process, this year + in the future. why is it hard for me to be truly collaborative/let people in on what i’d like to do or make]

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