Times Tables Make Sense
Times Tables like you’ve never seen before! I’ve written a graphic novel series with a new system for teaching the times tables.
The new system would be a good one for adult students–it teaches for understanding, the exercises match the method, and it allows for the fact that our students often are not good at rote memory work and timed tests.
A kids’ book for adult students?
So how could you use this method with adult students, even though the book is written for 7-9 year olds?
Download Book 1 FREE from December 1 to December 5, 2022. Check it out here.
The ideal situation might be to work with a group of parents and guardians, and offer a mini course in helping their kids with the times tables, and carry on as I suggest below. Most instructors, however, won’t have that ideal situation. Still, many adult students have children in their lives who might be learning the times tables, or struggling with other math because they aren’t fluent or confident in their ability to remember the tables. Adults might be willing to learn a new method to help those kids.
You will meet resistance
A student demonstrates that 1/2 = 6/12, 3/6, 2/4 and 5/10
“EXPLAIN HOW YOU WOULD TEACH YOUR LEARNERS PLACE VALUE” and “Explain in detail how you teach ABET level 1 learners fractions” are two recent requests from readers of this blog. (ABET stands for “Adult Basic Education and Training” and is a term used in South Africa as well as other places.) Continue reading
I was a student today, at my aquafit class. I was a student who resisted, who didn’t participate, who went missing. You know, one of those students who makes you wonder why you ever wanted to teach.
We had a teacher who has taught our class only a few times, a lovely, enthusiastic teacher with a bounce in her step and encouragement in her voice. Continue reading
A year ago today I began writing this blog, with the goal of sharing some of the things I’ve learned about teaching adult literacy and numeracy. On this anniversary, I’m re-playing my first post–still relevant, I think.
Slowly, over the years, because I was willing to learn, my students gave me a fresh take on the three R’s. I learned that to teach well, I needed to think about respect, resistance and reality. Continue reading
Here’s another story about sharing power with adult literacy students, to go with the one I posted last week called “Who’s in Charge Here?” Continue reading
The assignment was to make a graphic representation of the plot development in a novel we were reading together in class. To this end, I had assembled some supplies on a table in front of the room: various kinds of large sheets of paper, felt pens, pencil crayons, glue sticks, stickers and labels of the kind scrapbookers use, some collage materials, etc.
We talked about various possibilities, such as diagrams, time lines, and flow charts, Continue reading
I expected it to be an interesting activity. I was sure people would take part, and hoped they would enjoy it. But they didn’t seem to care.
I gathered some objects on a table in the classroom–modelling clay, bread dough, a crumpled plastic bag, rubber bands, pebbles, a plastic mug and a ceramic mug, Continue reading
They come because they have to.
Any of these people may have mandated students to your adult education class: the judge or their parole officer; their lawyer, hoping to make a good impression at a sentencing hearing; their social worker, financial aid worker, workers’ compensation officer, or other professional with the power to deny their request for benefits; parents who say if they want to live at home they have to go to school.
Unlike other students in your class, they are not self motivated; their motivation comes from someone outside the class, someone you have little influence on. Continue reading
“Ruby slippers” by RadioFan at English Wikipedia. Licensed under CC BY-SA 3.0 via Wikimedia Commons –
In a recent post I told the story of Naomi, who said “I pass” for more than three months in our basic literacy class, refusing all invitations to take part in group reading, writing and math sessions, or to do any private work in those areas; who instead spent her time making and colouring banners.
She was able to refuse to take part because of the classroom rule “Just say pass,” which is one of my mainstays in teaching adult literacy. She sat on the outskirts of the class, watching, until she could find a way to participate that was comfortable for her. She tested us for three months until she decided she could trust the situation, until she decided it was safe for her. Continue reading
Two people commented on my last post, about how working with Bernice got me started on marking for confidence.
First, Evelyn said that she thought many teachers would have seen Bernice as “resistant or difficult or careless or smartass.” I think most of those judgements are accurate.
She was resistant–she did not want me to “go over” her work with her; she wanted to keep herself out of a situation she had doubtless been in many times before, where a teacher pointed out where she had gone wrong and expected her to fix her errors. Continue reading