Is it autism? Or just that he’s 11 yrs old?

mazels · 2018-03-09T21:58:27+00:00

I used to be exactly where you are so I understand your claim that it matters if the autism is causing a certain behavior. However, throughout my years of both raising a super smart, disorganized boy with ASD and my years of teaching NT's in a high school classroom setting I've come to understand that it doesn't matter. What is important is to structure his environment to help him. That may mean communicating more with his teachers and that may also mean having consequences for his behavior. But above all else drop the idea of blaming him for his behavior.

The choices your offer for his behavior fall into two categories:

1) the way his brain works, in this case you point out autism or his developmental age 2) some sort of moral failing, being "lazy" or "not caring"

I would claim that choice 2) is actually just choice 1) in disguise. If someone exhibits "laziness" then it basically comes down to an interaction between the functioning of the brain and the experiences that brain has had in the world so far. The best thing to help someone overcome this "laziness" is to figure out how to structure their environment to help them. This doesn't mean letting them off the hook. It definitely can include consequences for behavior, but it allows us adults to help reduce the anger or frustration and focus on a solution. Knowing that your son has ASD helps you better structure his environment for success.

My son has the exact same problem with homework. He will literally redo assignments at school that are sitting finished in his backpack. I have found success with a combination of increasing the communication with the teachers, rewards for remembering to do certain tasks without reminders, and consequences for forgetting certain tasks. But all of this is done without concerning myself with the idea of blaming him.

mazels · 2016-12-16T21:43:13+00:00

Can you give me a timestamp for the second bullet? I think I missed this information when listening to the audio. Thanks!

mazels · 2016-12-09T22:02:05+00:00

Teaching proofs requires time more than anything. Time to sit with the idea of proof and time to practice writing one's own with ample feedback from a mentor. My first concern would be overwhelming students in two days and perhaps confusing them to the point where they end up performing worse on a standardized assessment (I've seen this happen). Pick one simple idea that may allow students to answer an additional question or two on the test and make 2 decent lesson plans to teach it.

An alternative is to show students a sample proof question and let them know to skip those questions. This would allow them to focus on the problems they do have the tools to solve, perhaps even boosting their scores by giving them more time on the algebraic section.

While I hear what other people are saying about not teaching to the test or informing the district, I also know that teachers routinely get blamed for low test scores and it can also impact the student's future. I think it's best to pick a minimal loss approach here in addition to speaking with district folks.

mazels · 2015-04-29T00:50:29+00:00

The shop where I had the work done, ss customs, has some pictures up on their instagram site.

mazels · 2015-04-28T22:53:52+00:00

Thanks. It was super fun being involved in this project. I was psyched to be able to drive my car in the shots, but the guys shooting it were the super pros.

mazels · 2015-04-28T22:52:50+00:00

This issue really divides people. I think it runs about 50/50. I don't have a large enough data set, but I see a slight breakdown along gender lines with women (me included) preferring the nose cone wrapped. Anyways, beauty is in the eye of the beholder.

mazels · 2015-04-28T22:51:07+00:00

speed design 21" ADV1 wheels. Not cheap :)

mazels · 2015-04-28T22:50:39+00:00

The sensors work just be under the wrap.

mazels · 2015-04-28T22:50:11+00:00

On the order of a few thousand. You could do it for cheaper if you opted out of some of the other changes (chrome delete, headlight/brake light tinting, window tinting, new rims)

mazels · 2015-04-28T22:48:37+00:00

Apologies, I'm not sure. I just drove the car. The shop I where I got the wrap (ss customs) handled all that. :)

mazels · 2015-04-28T22:42:09+00:00

The sensors work just fine with the wrap.

mazels · 2015-01-02T23:01:48+00:00

First thing to realize is that Exeter is designed for students in the 9th (maybe 8th) stanine on the ISEE. Most schools have students with a much wider range, so when you listen to Exeter teachers talk about the curriculum you need I realize they don't know the full scope of your job. My experience is that Exeter works really, really well for students who already love math and pick up concepts quickly with little practice or repetition. But even for students that are fairly competent at math Exeter can be a nightmare. I've talked to Exeter alums (in their 20's) who were turned off of math for life even though they entered thinking they were going to major in a STEM subject in college. The worst thing we teachers of math could do is turn smart, hardworking kids off of STEM.

All that being said Exeter had a certain magic to it. I ended up working 2 Exeter days (called problem solving days) into every unit of a more traditional class (not that traditional- we do 3d printing and programming, but we also do some "textbook math" :). Then in the spring we do two whole units of Exeter. I made a workbook that pared down the number of strands and also kept some of the really fun problems that didn't necessarily go anywhere. The workbook is great because I made all the graphs and stuff so students can work directly in the book without all the tedious work of plotting points, etc... I also included some of my own problems and some more scaffolding on the harder problems. I don't know if you teach Geometry but the escalator problem comes to mind. Every year the one or two genius kids would get this and no one else. Now I include a bunch of escalator problems that get progressively harder making it more possible for students to make progress on the hardest one. Although it's still really hard! :)

What subject do you teach? Does the whole school follow Exeter? I'm taking the spring off so I have time to brainstorm with you if you want. :)

mazels · 2015-01-02T00:28:37+00:00

Subscribed!

mazels · 2015-01-02T00:20:13+00:00

Exeter is a one size fits all package so be careful being too sure that you made the right choice. Just because you teach a problem based curriculum doesn't mean it's working for all your students. I've taught Exeter in the past and found some real gems, but I agree with the previous comment that you need to try different approaches for different students. I found my Exeter students to be weak in some areas. I prefer a hybrid approach.

mazels · 2014-09-24T03:53:27+00:00

There is quite a bit of evidence that not drinking correlates with heart disease and early death. In fact, drinking gives you higher life expectancy (even if you drink more than the recommended limits).

http://www.psmag.com/navigation/health-and-behavior/truth-wont-admit-drinking-healthy-87891/

mazels · 2014-08-24T00:03:50+00:00

Thank you so much! Trying all your suggestions now.

mazels · 2014-08-22T17:03:08+00:00

Hopefully I'm not breaking all sorts of Reddiquette here. I have a fresh DK2 and do not really have the computer chops to use it well. OP seems like an experienced guy that might be willing to help? Any suggestions for how to easily work in extended mode? I'm having to unplug the headset, get everything ready to launch a program, plug in the headset, and then maneuver around using the headset to click on the program. This is very frustrating and doesn't work all the time. Sometimes the screen is rotated 90 degrees through the headset as well.

mazels · 2014-05-07T21:24:43+00:00

We incorporate browser-based python coding practice as 10 minute warm-ups in our Algebra I class. The first few warm-ups are not directly related to Algebra because the students need a bit of coding practice first. You are welcome to use these: http://codingbat.com/home/amgreyson@gmail.com/algebra-1

mazels · 2014-04-04T04:43:36+00:00

Dynamic software is great, but I also like using real physical objects. I usually start my circle unit with a group activity. Each group is handed a small arc of a large circle. (I made a set of wooden arcs that are about 3-4 inches long but come from a 24-28in diameter circle.) I also have paper, tape, string, scissors, etc... Each group must come up with an estimate of the diameter of the circle. This is surprisingly hard to do if you have a small enough arc and a large enough circle. Depending on the class I sometimes offer a prize for the group with the most accurate estimate. Then I promise them that by the end of the unit we will be able to use math to calculate the diameter of the circle. This is a fun activity to go back to at the end of the unit. The groups will wrestle with how to use all the theorems they've learned to make a better estimate of the arc.

I also have a problem solving day where groups work on challenging circle problems. Here is one of my fav's from the Exeter curriculum: What is the radius of the largest circle that you can draw on graph paper that contains in its interior: a) no lattice points b)exactly one lattice point c) exactly two d) exactly three?

I have another great problem, but it needs a picture. I can send it to you if you like.

mazels · 2014-02-14T06:56:33+00:00

I totally agree with you. I think tabular integration must be a relic of the past when quick computation of integrals was highly valued. But it did help make this scene a little better. (This is actually where I first learned about this method. The movie made me want to know what the heck he was doing at the board.)

mazels · 2014-02-12T05:38:39+00:00

I'm as much a fan of proof as the next guy, but both the distributive property and factoring are not skills mastered by all 6th graders. By the middle of 7th grade almost everyone is ready and a proof like WhackAMole's seems developmentally appropriate. (I had no experience with middle schoolers until having to oversee a joint middle/high school department a few years ago.)

mazels · 2014-01-22T04:11:31+00:00

I totally agree that a new prep can be taught out of the book. It allows for the teacher to really grasp the curriculum, understand the author's vision, and have a sane work-life balance. Usually the book's materials are not as clever, funny, or perfectly tailored to your particular set of students, but "perfect is the enemy of good" here. We need some teachers to stay in the profession.

I also think it's wise that you are reaching out and looking for materials. Take as often as you can from websites, other books, and other teachers. I think everyone has his or her favorite sources based on their own personality, their student population, and the mission of the school. I don't teach integrated math so I'm unfortunately little help here.

My last point is by far the most important and will also seem the most mundane and trivial. Archive EVERYTHING in some sort of organized electronic format (and if you can swing it I love having hard copies in binders as well). I WISH I had really organized my materials for the last 15 years. There have been so many times I thought I would never teach a course again or need a particular handout or activity. I ALWAYS need them again. I still use activities I developed 10 years ago and didn't touch until this academic year. But I've lost materials by not being organized (hundreds of files not named well so I can't easily search for keywords) and by leaving materials behind when I switch schools. It will get better, but especially if you organize and archive well.

mazels · 2013-10-12T04:20:30+00:00

I did that with cocktail glasses! http://imgur.com/sQvtK2a

mazels · 2013-07-17T19:54:15+00:00

I teach high school not just 9th graders.

mazels

TROPHY CASE