2nd grade homework, where does it come from?

[Ken]

I have heard that all Seattle elementary schools have similar if not then same homework assignments. At a previous school, the teacher sent home a parents packet with each weeks assignment with hints as to what the child was supposed to be learning and what the goals were.

The current school sends pages copied from a book or printed out from online which are often incomprehensible and seem to come from some publisher using the terms blackline and home-link.

Much of the stuff on the Seattle schools web site seems to be cover your ass reports with no real info.

Does anyone know the publisher or titles these pages are being copied from? Do you get a parent pack from your school?

The math seems pretty bizarre in it’s philosophy but I guess that is to be expected since my math instruction days are long in the past.

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[karen]

You may want to make an appointment to talk to your child’s teacher about this. Our school also sends home copied sheets explaining what the kids are learning and the methods they are learning for math. We had an explanatory note come home the first time to let the parents know that we would be getting these sheets so that we could keep up with the kids.

It seems that there is an effort in the Seattle Schools to keep the parents informed about what the children are learning. I haven’t decided if they are trying to keep us informed or if they are trying to keep us from messing up their perfectly good teaching with our antiquated ways.

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[Anonymous]

Our daughter is in 2nd grade and both my husband and I have been questioning the homework she brings home which is copied as well. She also is working out of the Everyday Math Book which thank goodness her teacher gave us a book so we could practice her assignments. Their class is learning subtraction and addition by using these Uniflix cubes and longs and counting by 10’s using mail boxes.

I agree that you need to speak with your kids teacher. We aren’t given a packet but she brings home homework daily, has a spelling and math test once every week.

I will write again with the publisher information. I really feel for you! My husband and I agree all we can do is show our kids the way we learned and then learn the way the school is teaching them, one way or the other they will get down the concepts.

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[Ken]

It’s not that I have a problem with the math, but figuring out what kind of “show your work” is needed without the original workbook can be kinda impossible.

Sometime I can puzzle it out from the context, but other times it is asking for some guesstimating and estimation using terms that don’t make any sense when viewed as stand alone english words. I am sure a quick read of the original material would clear this up in seconds.

I have found it also a common trait of elementary teachers. They write incomprehensible notes on homework, they leave critical information out of informational notices, (ie demands a check but will not include what entity to make it out to) Will list a time without a date, a date without a time or a date and time without a location.

Is it related to the Seattle twisted signage [problem? (you know, how the SDOT will put up a sign that says “lane closed” so close to the hole that a gust of wind blows it into the hole.

Is it contagious?

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[acemotel]

When my oldest boy brought home note’s from the principle, or the english teacher, full of grammer and spelling errors; that’s when I realized the public schools were having a bad affect on them and got them out of their.

The “new math” is still controversial, four years after the boys left. Some parents are very angry with the experimentation, and have started a grassroots movement to get back to traditional teaching methods. (I’ll try to find the link in my old messages)

My issue was with the English, as I said. I was told at the upper levels that the teaching of handwriting is not stressed because the kids use keyboards. Composition is not important; what is most important is to get the kids writing free form in any way that feels comfortable to them. I was told that getting kids to write was more important than teaching them form. It was a last straw for me. The bar was lowered and I was not willing to give my kids over to educational experimentation. I hope things are better these days, but your report suggests not.

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[Ken]

I consider the schools to be the source of bare minimum learning. If I had only learned what my schools taught, I would have been massively ignorant and yet not know it.

I still consider myself “self-educated” despite two years of college (scholarships) and 3 years of auditing courses at ivy league schools (back in the 70’s when they were really cheap because you got no grade).

“If you want to get laid, go to college, but if you want an education, go to the library.”

— Frank Zappa

This is the step-grandson (for lack of a better term)

I decided to take over the homework supervision when I noticed no one else seemed to have the time to check over his work and he was not completing the assignments. That is the path for a smart kid to get an early reputation as a “problem” learner. That reputation will follow him if allowed to continue.

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[Macsmom]

Acemotel – Nice job on the Affect/Effect dilema, but you chose the wrong they’re/their/there! But seriously, the errors I find in communications from school drive me crazy as well. However, I also find them in our local paper and pretty much every other item I read. I tend to chalk it up to lack of proofreading rather than knowledge.

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[Ken]

http://www.seattleschools.org/area/math/index.dxml

Seattle schools appear to have outsourced information on the math curriculum to the publisher of the textbooks. The links to documents on the Superintendents website indicate the department is owned by Microsoft Office since word docs and power point are used exclusively. I will open the site on a more secure computer later.

http://www.seattleschools.org/area/math/CurriculumGuides/guides.htm

The guides are not available until 3rd grade it seems.

These sites below are critical of current programs and compromises.

Some are informative and yet appear to stress their “non partisanship” (often a red flag I have found) and feature quotes from Michell Malkin and articles in the Washington Times. The terms fuzzy math is used extensively.

The top site in the list is geared toward non readers it seems, with extensively produced videos and “blog” posts with no comments. I cannot tell if there are no comment because there is no disagreement or simply because no comments are allowed. The arguments and positions are both simple minded and jargon laden. All of these sites refer to the poor performance of black and English as a second language students.

http://www.wheresthemath.com/blog/home/

This site is critical but text based and active. The arguments are cogent and extensive.

http://mathunderground.blogspot.com/

This site has a bit more scholarly tone and has extensive comparative reviews of textbooks from different publishers and philosophies.

http://www.mathematicallycorrect.com/books.htm

Here is a link to the specific math curriculum I am investigating.

(note there is no “textbook” per se and the reviewer gives it a “C” rating. It will suffice as it gives enough clues as to what each section is attempting to teach and how the class room work and home work relate to the principles in the 1st grade level books and how they will in the future expand in the third grade level books.

http://www.mathematicallycorrect.com/books2g.htm

I will not assume one side or the other has a monopoly on truth at this point, but the anti’s seem to have the backing of some stats.

However, Mark Twain said there are three ways to lie.

Lies, Damn Lies, and statistics.

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[spana]

Ken, Seattle Schools adopted a new program this year called Everyday Math (this is the publisher info: http://www.wrightgroup.com/index.php/programsummary?isbn=007608972X). This is now used in all of their schools. This might be part of the change you noticed, but the rest is probably differences between teachers. I would recommend talking to the current teacher (or emailing) and I’m sure they would happily provide you with the info you are looking for. Seeing it in context everyday, they probably don’t realize how unclear it seems to you!

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[beachdrivegirl]

Ken- I applaud you for caring. Not enough people do. Great job!

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[acemotel]

Ken, looks like you did exhaustive research on the opposition to new math in Seattle schools. The link I was thinking of was wheresthemath.com. In particular, these two videos explain the sad state of math instruction in WA. They are quite dry, but the one entitled “An Inconvenient Truth” explains the investigational approach well. I don’t know if SPS still uses this method, as I said, I put my boys in private schools four years ago. With your grandson in second grade, it’s prime time to get him on path to math mastery, especially with your assistance. And unfortunately, that’s what excellence in public school too often requires – intervention.

http://www.youtube.com/watch?v=Tr1qee-bTZI

http://www.youtube.com/watch?v=ymvSFunUjx0

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[Ken]

One of the things that got me interested in the math portion of the homework, was the teachers contention that he was not doing well in math academically.

I looked at his test scores and he seems to have made a 95% on his mid year assessment. (of course they don’t express it in that fashion) I found he had no problem doing the math in the simple electronics projects we have done either with his kit based toys or the crystal radio we built, but we do straight forward “results based math” with each answer checked by reversing the process.

So it seems the “academic” issue is either behavior based or punishment for not completing homework, or perhaps it could be not showing the work in the simple minded methods required.

Another option is that the testing system is rigged to hide the academically challenged…. How would I tell?

My research indicates that other family members and I may have been contributing to his confusion, by teaching him fractions as used in recipes and decimal calculations using money, and simple algebra used in beginners electronics.

I should have looked no further than my own youth for evidence that it is more important to figure out what the teacher wants to see, than to actually learn functional skills.

I am disturbed by the blyth acceptance of the publishers marketing materials as the only available content on the sps web site.

It is marketing materials. If anyone at a publisher allowed substance to mix with the marketing material, they would be out of a job PDQ. The SPS should have their accessment and decision criteria posted as well as district created secondary materials.

The key is probably behavior issues and they are more important in the long run than the math book (or lack of one).

As someone who knew my elementary school principle better than many members of my family by the 4th grade, I am sympathetic to the behavior issues and it’s effects on other students and even the instructors themselves. I sometimes wonder how many years I took from the lives of those who tried to teach me.

So. I will accept the SPS ciriculum choices since I really have no choice, and do what is necessary to get his behavior addressed. If that means counseling in or out of school then so be it.

But I intend to research the rest of his textbooks (or whatever format the teaching materials come in) in hopes of instilling the same love of learning the rest of his family enjoys.

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[Sven]

Ken, as a Seattle School 3rd grade teacher I can empathize with your frustrations. Everyday Math is a new math curriculum that was implemented this year by the Seattle School District. It is a spiral curriculum that in theory cover material over and over throughout the elementary years and by the end of the 5th grade kids have mastered the material. What we have seen as teachers is that the curriculum is roughly a year or two more advanced than what we were used to.

You should be getting everyday math family letters that explain what the unit of study and it has the answers to all of the homework. If you are not getting this you can contact your child’s teacher or you can access it by going to everydaymathonline.com (I think that is address) You can also get there by going through the seattle school web page, but that can cumbersome.

As for homework we as teacher assign work based on grade level. All kids should be reading ind. each night at least 15-20 min. and other HW should be something that builds on what your child is learing in school and not some random WS. Everday math WS cover what was taught in math that same day so you know what the teacher covered or didn’t. Please know though that with this new curriculum and the all demands put on teachers and lack of prep time we are doing our best and we teach because we want all kids to succeed.

Hope that helps,

Sven

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[Ken]

Sven:

Thanks for the reply and also for your hard work. I suspect most of my criticism should be directed at the school board and it’s top heavy administrative staff but they are not concerned with anything but the WASL and NCLB as far as I can tell and they don’t seem to have much choice in that either.

Let’s talk about another issue that also seems to have taken over education. It does not seem to be a new thing here either.

Group work.

Why is group work and social conformity stressed so strongly in elementary school in Seattle?

Apparently science is one of the subjects that requires “group” work in that groups or teams are required to do the work rather than individuals being graded on what they learn. Those with poor social skills seem to be graded more on how they cooperate with others than on learning basic science.

This reminds me of the 1920’s focus on job readiness rather than learning to learn theory that replaced it. Is the “create compliant worker bees” theory back again?

Maybe I am just cranky on this subject since I remember having to take over any “team” I was assigned to and do all the work so that whatever slackers I was paired with did not drag down the score.

Perhaps that is the real lesson being taught in our schools?

I know I had to learn that lesson over and over in the technical fields of the corporate world. Never assume your co-workers or manager know WTF they are doing.

Perhaps you can explain this one to me.

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[Sven]

Hi Ken, ok…group work. It really can be a benefit to all kids both high achievers and lower achievers. I’ll give you my take on this and what I do in the classroom. In other schools (West Seattle included) students sat in rows and did most of their work by themselves. I seat kids in groups of 4 or 5 and combine ind. work and group work throughout the day. I also allow whisper talk that allows the kids to ask each other questions that pertain to what they are working on (I have to be on top of this) and the kids learn from each other without feeling like they need to call on me all the time. Group work in Science means that kids are usually working in pairs (not always), but kids are responsible for filling out their own science journals. My personal opinion is that the science kits and material are really good and the kids get some really hands on learning that excites them.

Hope that helps.

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[Anonymous]

Sven: I have enjoyed reading the writing on this subject. I agree with you that kids learn from each other and a great way to do that is to have them in groups. Our kids schools have reading, math and computer groups. They write in journals as well but as individuals but share some of their work to give each other ideas and new insight.

I will say your comment that parents should be receiving letters from the district puzzles me but also makes me want to ask our teachers for such letters. Our youngest daughter skipped 1st grade after just 3 months so we had to learn pretty quickly the cirriculum for 2nd grade, her teacher provided me with a copy of Everyday Math so we can work along at home with the class and help our daughter in areas she might need extra help. So far it has been great just a difference of 40 years and terminology as in fact families but she is doing great and is working at the 2nd grade level and learning her multiplication tables.

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[Ken]

Update:

The meeting with the teacher happened. After whining about the workload and complaining piteously, it seems the principle forced the poor teacher to print out the family letters (that all our tax dollars already paid through the nose for) and send them to me. I only got the math pages.

It could have been done by email in under 20 seconds.

Why are many teachers unable or unwilling to use technology? Why are these damn simple issues not addressed district wide?

I remember from the early days of the Internet and email, that some teachers took to it and some made it much much harder than it was by their inability to read, hear or understand simple instructions.

I wonder how many teachers were inspired to enter the profession due to their own struggles with learning new things.

We shall address the obfuscation inherent in the current “phonics” obsession and its seeming focus on obscuring the forest with trees, in another post. :)

I was taught with the earliest version of “phonics” which seems to have made me dependant on spell checkers for simple words while allowing me to spell obscure medical and technical terms with ease.

I don’t think that was the original intent.

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[Author]

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