Glenn Waddell (@gwaddellnvhs) has been writing lately about the intersection of "teaching to change the world or teaching to reinforce the world as it is." I feel this pushmepullyou all the time. I went into teaching as a subversive act. I know the rules, am a rule follower, and feel the most effective way to invoke change is through a systematic approach. My job is to help students get through the system, but also feel empowered to change the system, and my tool is information. 

I just completed a 2 day training learning the tenets of Restorative Justice and learning how to build community through Circles. (John Golden mentions a few resources, here chalkbeat.org/posts/ny/2016/ and @cheesemonkeysf SF )

My take away is that a school that embraces the tenets is setting a tone of community, and responsibility. We want to follow the rules if they are fair and we feel that by abiding them we will be comfortable and safe. If we start with Circles (though I am scared about my ability to be effective at it) all over the school, then the practice of checking in, feeling empowered to speak in front others, being vulnerable, and learning to listen lends itself to a safe classroom environment that enables students to take academic risks in front of each other and a growth mindset that supports, "mistakes will be made,  that is human nature, growth happens when you choose to correct them."

Elizabeth at http://cheesemonkeysf.blogspot.com/, shared this gem, that I am making a huge poster of, from her teacher Fred Orr, "My learning to swim drowns no one." I mention this, because this is what I want for my students to honor more than anything else--for themselves and others. And if I am interfering with this process in anyway because my classroom isn't a safe space, then I have failed.  (Glenn said his only rule is, " Your behavior must contribute to the learning of every person in the room, including your own.”) And of course, we have to make it transparent, that we do have the authority to do whatever is necessary or whatever we can at that moment, to keep the classroom safe. Hopefully it doesn't involve removing a member of the community because then he or she loses power on all kinds of levels: they don't get the information to be powerful, they don't get to practice a corrective move after a mistake, and they may have to figure out an annoying way to "save face."

What I learned is that listening and speaking from the heart are skills that students (students of any age that lack these skills) need practice at and words for. This includes more than "I" messages, but non-combative language to ask for a preferred action. (Ex: I feel frustrated when you talk to me when I am trying to find out what the directions are. I would like you to wait until the teacher is finished.) Hopefully you have done enough circles so that the talking student doesn't think the listening student is a freak.)  So we start with fun and easy talking points, "if math were a genre of music, what kind would it be, What is the best thing about being a teenager, what word or words do you always say and what do they mean," (I say Groovy, and it means, "that is cool, I like it") and then go deeper, "What is something you don't like about being a teenager, if you were any age, what age would you be and why, what historical event has made the greatest impact on your life?" When students feel comfortable going deeper, and the teacher has shared as authentically as possible, maybe, hopefully, when you ask for an action from them, they will understand you are not trying to lord power OVER them, that rather, you are giving them the power to change a behavior that is having a negative affect on you or member of the class. 

One of the early activities we did was to establish and agree to values. "Respect, patience, humility, yaddah, yaddah..." were written on the index cards we were given. We went around and spoke our word with a "just enough" reason why we chose the value. The powerful part occurred next--on the back, after the first go round, we were asked to write what action we take that shows the value. Then we went around again. Yup, we hear the words and nod affirmatively that they are valued, and how in the heck do we really know what it means to an individual unless we give them the opportunity to tell us!!! It was very powerful to see "respect," and learn what it means to someone you care about! (How nice it was to reflect on what Respect looks like to me, "Being fully present," btw)

In Circles there is a talking piece. so whomever has the talking piece is the only one speaking the rest are listening, and there is always a center piece, taken after the Native American tradition of imparting knowledge around a camp fire (as I understand the center piece idea). What is lovely about the center piece is the visual reminder of how to grow a community. Here is ours:

One last note, here is my favorite quote from the training, by James Baldwin,

"Not everything that is faced can be changed, but nothing can be changed until it is faced."

How do you grow a community in your classroom?

The mission of the Weisman Art Museum at the University of Minnesota includes "art experiences that spark discovery, critical thinking, and transformation."

Sounds like the shared mission of teachers.

I was lucky enough to visit this museum during my visit to Minneapolis to take part in Twitter Math Camp 2016.

I knew of Diego Rivera and the great WPA murals, but I had no idea that there was a federal arts program for individual painters until I visited this museum that houses several of these painters (not the pictures shown below--If you know more about this program and have resources to share, please, please leave a comment.)

I am in love of the work of Jacob Lawrence, an african american painter from Atlanta (1917-2000) whose work is in the exhibit. I am in awe of the story each angle, each color, every square inch that the painting tells. A narrative of joy and labor, of pride and struggle.


 











I am not sure what the connection is between math education and this exhibit but I know there is one. It is about the conversation to recognize publicly that there are still American Citizens that feel marginalized. That perhaps in some circles, like the mathy one, there are students that don't feel included as part of the complex math community. I am trying to invoke the voice of Jose Vilson, our first keynote speaker. I want to connect, I want to be an ally. I am following #educolor. Being available, educating myself, and advocating for my students is a good place to start. 

The building itself has a history tied to mine. It was designed by a living architect, Frank Gehry. It is mathy, and urban and exotic. I didn't recognize Gehry as a root name from any country or ethnicity. This is what I found out, " According to an interview with Gehry on the genealogy program Finding Your Roots, he changed his name in 1956 to Frank O. Gehry in part because of the anti-semitism he had experienced as a child and as an undergraduate at USC." How about that, he started out as Frank "F'in" Goldberg! How lucky I feel not to have to hide my identity, though I still have to deal with ignorant cultural portrayals and misconceptions. 


To finish up, here is another view of this amazing building and the glorious Minnesota clouds taken by new TMC friend, Norma, (@normabgordon). 
Norma and I being artsy
I really am going to share with you how I organized my thoughts on the many plane rides I had today—(can anyone beat 3—if you count boarding the middle one and having to deplane and find another flight to SF)

Who knows if there will ever be a part two, but I wanted to get this out ASAP for a couple of reasons. 1) To pay it forward—contributing to the generosity of “laying” work on the MTBoS that our community is so good about, 2) Committing myself to reflecting and remembering and
3) to keep the light of community glowing in my heart.

I am a kinesthetic learner, duh. Alice (@      ) says to me, “You must workout a lot.” Not really I say, I MOVE a lot. (We really do have a set of rings in our entryway that I play on EVERY day) I mention this because I love writing and love the physicality of composing my thoughts on paper. (three-quarters of a composition book filled for TMC16).

At the back of my comp book,              I made few title pages:


 





And then I filled them up. The longest one is Currriculum/Fall Prep,
Next Longest is To Look Up (to check out), then To Share. It was delightful
to  go back and read and reflect. I am re-energized and encouraged to share with 
my colleagues at home, even if I struggle with feeling reluctant to share with some of
them for the pain I feel from their lack of support of me. ( AND I have all of
you backing me up)  What are the titles of your pages?

PS I always have the support of my some of my colleagues and ALL of my adminstrators.

I had a little cry today. I knew I needed to go home all day, these were appreciation tears. Thanks to Sarah over at Math = Love, for the great idea. This submission is a keeper! 

ABC Advice to a new class for fall: College Readiness (Math for Seniors not on the STEM track, but with an interest in keeping up their math chops--Math for Humanities Majors???)

Don't want to bore anyone to tears, AND, if you had some trials trying to differentiate some of the SMP's, here is how I see it:

SMP 7-Look for and make use of structure vs. SMP 8-Look for and express regularity in repeated reasoning. 

With some help from a very LOGICAL colleague, I have wrapped my head around "Look for and Make Use of Structure" as being about taking a big chunk and breaking it down into pieces. (This is one of my favorite SMPs--what a geek!) With Pre-Calc we are working with Polar Graphing. Looking at each piece of a polar equation and determining where to begin, what part drives the petals, the loop, and the dimple has been a lot more enjoyable and pragmatic.
We started with this hand-out: file here
after a some explores with this Desmos Activity Builder: Polar Equation Investigation
Notice and Wonder. Can you make sense of the structure of the equation? Can you break it down by family? Are you curious what wonderment it will draw and why? If you want to alter it, can you? How much do you need to see before you can fill in the rest by yourself?
In an earlier post, I commented on how I want my students to view equations as stories. They (the equations) have families and quirks, and regularities, and some stuff that isn't so regular. It is kind of like taking apart a machine and putting it back together so that you understand how it works. 

What story do these polar equations tell?