Three down, one to go

I applied to teach summer school, did I mention that? I don’t know for sure that I want to do it, but I can’t decide that I do want it unless I apply now, and I have no real sense of how many jobs there are or what my chances are to get one, because for this type of thing they basically drop the teachers into a spreadsheet that sorts us by seniority and licensure and stuff like that and then spits out the teachers that get offered jobs. Plus I really only want to teach Algebra 1; I’m licensed for high school (there’s no middle school summer school this year) but I don’t want my first time teaching, say, Geometry to be in a three-week intensive summer course. Seems like a bad idea!

But yeah. I’d work four hours a day for three weeks and make a few grand (I’m paid at my hourly rate, which … I’m not 100% sure what my hourly rate is but it’d be decent money) and then I’d have all of July and the first week of August for my break, which doesn’t seem like it would be too terribly exhausting. We’ll see what happens.

At any rate, I’m done with three quarters of the 2024-25 school year, and I’m reaching the point where I’m having to admit that this has been a pretty good year so far. I’m pretty sure I’m failing fewer students this quarter than I ever have, or at least since returning to teaching after the furniture sales years, and that’s a good feeling. Then again, I had to fill this out for each of my classes, which is reliably the most annoying part of giving grades:

I know you can’t read that, but that’s a class of thirty or so students and I have had to rank each of them from zero to two on Persistence, Respectfulness, Initiative, Dependability, and Efficiency, and if you’re thinking that some of those sound like they might kinda be the same thing and you’re not entirely sure what some others mean, well, the kids never look at the numbers either so even putting enough energy into them to spread them out like I did is kind of a colossal waste of my time. This is more a measure of what kind of mood I’m in when I’m doing the grades than anything else, to be honest, and I wish the district would stop doing it. Annoying for teachers and irrelevant to students and parents is not a good combination, guys! Half of them don’t care about their actual grades, why would getting this shit matter? Plus every teacher ranks all of their kids– so I had to do this a hundred and eighty times– and so each kid gets thirty of these stupid little grades, which are just slapped into the margins next to the grade for each class in a way that is barely readable anyway.

Blech.

Today was the first day of spring– shut up, yes it was– and the way I know is that the entire building suddenly shifted to 100% playing grabass with each other all day. It’s supposed to be in the seventies tomorrow, and it’s Pi Day, which I don’t like, because there’s a building tradition that the math teachers bring pie, but I have a tradition where I pretend to forget to bring pie, while wearing the Pi shirt that doesn’t quite fit very well and I wear one day a year. And guess what? I’m gonna forget to bring pie again tomorrow! My wife and I almost stopped for pie on our way home from dinner but then we decided we were tired and I didn’t want to spend my hard-earned money on pie for however many Goddamn teachers we have in our building.

Also, I’m wearing shorts to work, because 74 or so outdoors for the first time all year will translate into approximately 190 degrees in my classroom, and that’s if they remember the heat’s not supposed to be on. I may burn to a crisp tomorrow, is what I’m saying, and that makes it even less likely that I’m going to be enjoying any pie.

Sure, I can do that

Spent the last half hour talking a high school sophomore off the ledge, which is what you expect to happen when you teach 8th grade. She’s in Algebra 2 right now, which technically I’m legally allowed to teach, and I can absolutely handle both the mathematics behind and the explanation of that second inequality up there, but she swears up and down they haven’t been working with quadratics at all. That’s the second question of the two she asked me about, and the first of the other pair of inequalities looks like this:

…which is a reasonably tricky PEMDAS problem (a parenthetical with an exponent and a multiplier on it is the stuff of 10,000-comment internet videos) even before you get to graphing quadratics by hand, which I’m capable of with intense concentration but may not be great about explaining very well at the moment. Both pairs of inequalities have a simple linear inequality and a quadrilateral, and long story short, I’m not convinced her teacher gave her the assignment that he meant to. On an e-learning day, no less? You serious, man?

This isn’t a kid who’s going to forget that they just spent a month on quadratics or something like that, by the way. She’s bright. And she took a picture of one of her assignments from last week, which was graphing absolute values. The leap in difficulty from graphing absolute values on a number line to graphing systems of inequalities where one inequality is linear and the other is a PEMDAS nightmare that turns into a quadratic is … stark. There’s gotta be something else going on here.

Anyway, we’ve got the day off tomorrow again, which was the right decision. It’s been 20 below or worse all day, and it’s supposed to warm up significantly tomorrow, but at 8:00 in the morning it’s still going to be 20 below, and even after a two-hour delay it’s still going to be fifteen below– the temperature isn’t going to be conducive to human life until after noon, and you don’t make kids walk to school in subzero wind chills, especially when a lot of them don’t have coats. We will not lose Thursday or Friday, as it will be regular Midwest January cold and not the kind that has you cursing God.

The kids will, of course, find a way to make Thursday and Friday feel like a long week.

In which I ain’t mad

anigif_enhanced-9949-1393531503-3So, my kids bombed the Applied Skills, and I don’t care.  I’m not legally allowed to discuss individual test items, and that’s not an issue that I care to challenge the state on, so I’m not going to.  I can say the rest of this, though: I had maybe six or seven kids who didn’t even finish, which for my students is incredibly rare.  (By comparison, I had only two kids out of all my current students who didn’t finish it last year, and at least three times that many in one class this year.)  Every other seventh-grade teacher who I talked to, in more than one building, reported the same phenomenon: much higher than normal numbers of kids not finishing the test.

This tells me that the state way overshot the difficulty level, and they’ll adjust for that when they score.  Plus, as I said a couple of days ago, I have kids who got zero points on the Applied Skills in sixth grade and still passed the test.  I learned after my first year teaching sixth grade; this test always looks horrifying and tries to destroy both my own confidence in my ability to do my job and their own confidence in their ability to do their jobs (as a bonus, the hardest question was the first one again this year) and it is manifestly not worth stressing out about.  They came in confident, no one gave up, and I felt like they did their best on the LA test that came second today despite getting beaten down by the math test.  That’s really all I can ask for.  I’m not wasting time worrying about it.


Something I am going to spend my time worrying about:  remember Raymond?  Unfortunately, his seizure during class a couple of weeks ago was only the first in a series of them.  He’s not been in class very much lately as his parents have struggled to find the cause of the problem and adjust medications, but they sent him in today because of ISTEP testing.

He apparently had at least one seizure during the test today.  He didn’t test with me because of his disabilities; he gets extra time and he has difficulty with fine motor skills like writing so he’s got a scribe with him for the test.  His para told me that there was no point anywhere during the test where Raymond had any idea what the hell was going on around him or what he was supposed to be doing on the test.

I can’t get mad at his parents; they were trying to do what they thought they were supposed to do.  But I’ll be damned if I’m not going to raise hell to get that test invalidated, and I hope to hell his parents keep him home for the next couple of days.  This is true for obvious humanitarian reasons– this test is not important enough for a kid to jeopardize his damn health to take– and slightly-more-selfish reasons, such as the fact that current ed reform theory is that there is nothing more important to student test scores than the skill of the teacher (and I’m certainly the only one who’s going to get blamed) and I suspect that fuckin’ epilepsy might have a bit to do with his scores here.  I didn’t find out about all this until late in the day so I didn’t have time to talk to his parents; I’m sure as hell going to be meeting with administration tomorrow to see what we can do about invaliding the test.

I suspect that meeting is going to be fun.

Edited to add…

Interesting follow-up to the math post here.  Stay tuned for a few more minutes; there’s another chunk of the Benevolence Archives coming.  All violence from here on out!

On math and feminism and societies

Feeling a little grab-baggish today.  First things first, watch this.  Shut up and do it, dammit, it’s Saturday and you can spare eight bloody minutes:

You didn’t watch it, did you?  Jerk.  Fine, I’ll sum up:  the fella in the video is a British physicist, and he demonstrates a couple of interesting properties of infinite series: first, that the sum of 1 -1 +1 -1 +1… out into infinity is actually one half.  Then, to further screw with our brains, he demonstrates that the sum of the series 1 + 2 + 3 + 4 + 5… is negative one twelfth.  Which is completely absurd, but the demonstration he works through is elegant and relatively simple even for non-mathematicians (which, for the record, is a category I’m including myself in) so long as they have some recollection of how algebra works.

I came across this here, at Phil Plait’s awesome Bad Astronomy blog.  The article touched off a bit of a shitstorm in the comments and elsewhere on the Interwubs for what is probably a perfectly obvious reason; it doesn’t make a speck of logical sense.  The math concepts being applied are apparently actually useful in string theory.  The problem, of course, is that most of the people involved in the argument don’t have the faintest goddamn idea what they’re talking about– which, surely, is the first time something like that has ever happened on the Internet.  This makes the argument not terribly enlightening.

Me, I’m inclined to trust the experts– while I agree that neither answer makes a drop of intuitive sense, I’m also sympathetic to the counter-argument that infinity itself doesn’t actually make a drop of sense to our non-infinite brains and that therefore “this doesn’t make sense” isn’t actually a valid knock against the math.  In fact, if I’m being honest, I find that argument fascinating.(*)  The guy in the video also points out that you’re right that if you stop at any point along the sequence, yes, you’re going to get a certain number, either 1 or 0 in the first instance and something really big in the second– but that if you extend the series to infinity, a concept that doesn’t rightly fit in our brains, you get these wonderfully unexpected results.  It’s cool.  And he’s kind of adorable.  So go do what I said and watch the video, because I know you didn’t watch it the first time.

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Complete change of subject: I need a feminist, or at least someone with a bigger vocabulary than me, to ‘splain me something, and to do it out of the goodness of her or his heart, because I’m perfectly aware I can research this myself but I’d rather ask the Internet for some reason:  is there a specific term for a society that is patriarchal in practice but not by law, other than “de facto patriarchy”?  Like, a single term?  The example I’m thinking of is America, obviously, where there are no longer any laws preventing women from, say, high office, or corporate boards, or other offices of high power that are currently occupied either nearly exclusively or literally exclusively by men, but that nonetheless all or nearly all of those offices are occupied by men.

To phrase it differently, I’m looking for a term or set of terms that distinguishes what I’ll call for the sake of argument a “hard” patriarchy– where women are literally not allowed access to positions of power via specific religious or legally enforceable and punishable prohibitions, from a “soft” patriarchy where the barrier is culture and not law.  Note that in a practical sense the effects can be exactly the same, which is why “de facto” and “de jure” would work if they weren’t phrases and not individual terms.

And maybe also you can see why I’m not trying to stuff this into a Google search, too.  🙂  Anybody got anything for me?

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(*) We’re gonna leave my inconsistency re: theology there aside, although now that I’ve noticed it I may think about it harder later.