PAT Accountability

I’ve started getting my kids ready to write their PAT’s next week.  No, it doesn’t mean they’ve done tons of practice tests and no it doesn’t mean that I’m no longer teaching curriculum in order to test prep.  We’ve simply been practising good reading skills and becoming problem solver “detectives”.  We’ve talked about where to start when a problem seems too big or like it has too many pieces to solve.  We’ve discussed how to use our logic to determine what a “reasonable” answer looks like and why estimation is so important.

Why am I doing this?  Quite simply put, it has nothing to do with wanting them to “score well” on the PATs, it has to do with me wanting them to feel confident and alleviate the anxiety that they are placing on their own shoulder and that, yes it happens, their parents are placing there too.  Honestly, I can’t wait to see them hit the road.  Knowing I only have to do one more year of this makes me happy.

It was suggested to me VERY STRONGLY by a friend and parent that PATs should be staying as part of the examination process in 3, 6, and 9.  She went so far as to say that this was a way to “go slack” on teachers and not make them “accountable” for anything anymore.  This was letting them off the hook.

I let her rant for awhile while I quietly drank my coffee.  I listened to how she thought this was a good way to find out what kind of teacher her son had and what kind of quality of education he was receiving.  When she was done with her rather long speech, I paused and then said this:

What if I told you that I was going to take your son for an hour, say…..about the third week of August (right before we head back to school and parents nerves are wearing thin as school approaches).  I’ll take him for that hour, maybe with an extra half hour if I think I need it.  I’ll watch him play, interact with other children, ask him some questions and then based on that 60 – 90 minutes at that specific time I will judge/evaluate your worth as a parent.  I will make all my decisions about your quality of parenting and your ability to raise your son based on that 90 minutes with him.

Hey, sometimes this judgement doesn’t even take a quality 90 minutes assessment, right?  Ask anyone who’s ever had a child have a complete meltdown in Walmart and faced the disapproving frowns of other people who’ve just sized you up as a parent.

Snap judgements.  Gotta love ‘em.  And that’s what a PAT is.  It’s a snapshot.

My kids have already written their PAT stories, they did so back in May.  And they will each get a score.  Excellent, Proficient, etc……

But it won’t tell the story.  It won’t let you know about that kid who struggled to write two complete sentences at the beginning of the year and how even dragging that much out of him caused tears.  It won’t let you know that kid now writes (types) nearly a full page with a story that doesn’t quite make sense but has a main character and the beginning of a plot. It will tell you that his spelling is atrocious but it won’t tell you that he’s now trying to spell words that are lengthy, descriptive, and better than basic vocabulary.  It won’t let you know that when he handed it in he told me with great pride in his voice, “This is the BEST story I’ve ever written…..”

And I smile because even though I know he’s going to receive a failing grade, he has come so far and made so much progress.  To hear him speak with pride and a smile on his face about writing far outweighs the tears he had at the beginning of the year.  There’s also the fact that he will willing put pen to paper again that says it all.  This frustrated writer in September with barely two sentences to his name, is now a willing writer in May.

But he’s going to fail….so I suck as a teacher, don’t I?

Clearly the quality of education going on in my classroom is sub-par.  That’s ok.  Go ahead and judge me that way.  Take all my hard work and my dedication and boil it down to a number.  Slot me on a scale based on my class average and look down at me when the child doesn’t achieve a passing grade.  Call me names, point fingers, and judge me all you want.

All I see is his smile when he walks out of my classroom.


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I Forgot My Phone

Not that long ago, I was sitting in the auditorium of my daughter’s school while they were hosting their year end band/music concert.  My daughter was the second group to perform and so fifteen minutes into the two hour long concert, she was done.  I could have left with my family but since we thought that would be rude, we forced ourselves to endure the performances of the kids we didn’t know but watched nonetheless.

However…..when I looked around the brightly lit space, I was horrified.  There were scores of people looking down at their screens.  One person, who sat five chairs down from me so I watched her in my peripheral vision, didn’t look up from her phone for a good twenty minutes.  Now the band kids are looking at sheet music but it was when the choir came up that I was truly embarrassed.  I couldn’t imagine what it would be like to look out over a crowd of people and realize half of them aren’t paying attention to you.

I deliberately had put my phone in my purse and only pulled it out three times to very quickly check the time before returning it to my purse.  I didn’t answer a text, an email, scan my Facebook/twitter feeds, or play my favourite game.  I felt like that would be rude.  Now I’m wondering if it would have been better if those people (who weren’t paying attention anyways) had just gotten up and left.

Which do you think would be less offensive?  To leave?  Or to be present in body but not in mind?

I saw this video last week, connected to what I think is a growing trend.  I wonder what my Digital Literacy class thinks this video means?

Have we become a world where if you forgot your phone you are now the odd one out?


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Confessions of an “Incompetent” Teacher……

I would like to make a confession.  In the past, I was an incompetent teacher.  And I doubt I’m the only one there has ever been.  But bare (bear?) with me, and read my post before you start hurling judgements at me.

I read a blog post today that really hit me the wrong way.  It was related to the Alberta Task Force recommendation that teacher competency should be reviewed every five years for certification purposes.  My thoughts on this are a whole other blog post, but it was the anecdote in this post I read that bothered me.

The blogger tells the story of how when he was in school he had this amazing math teacher that he looked up to.  Fully trained, fully competent and he was a successful math student as a result.  Then he had this biology teacher who left part way through the year and was replaced with another teacher (a gym teacher) whom he felt was clearly “not competent” to teach the Bio 20 class.  His class had marks that suffered accordingly.

I wish I had a dime for every time I’ve heard a story like this.  I too had a teacher who knew nothing about teaching Math 30 and as a result my 85%+ marks that I had received all throughout my educational career tanked to a miserable 63%.  I was devastated.  I spent a good chunk of my university years hating him over the fact that I lost out on scholarships because of those marks.

But now I know a hard truth.  It wasn’t his fault.

In my third year I was given a Home Ec class.  Now anyone who knows me would laugh and laugh and laugh when I told them this.  I wasn’t a half bad cook.  But one of the major components was a sewing module.  Wow… Grade 8 Home Ec teacher watched me attempt to sew a really simple basic skirt and after a month of trying, she felt sorry for me and finished my project herself one day after school.  Should I have been teaching this class?  Not if you wanted it taught well!  Why was I teaching this class?  Because someone needed to and I was the only one with a hole in my timetable.  Fortunately this only lasted a year when it became clear that, seriously, anyone could do a better job then I could.  I’m just grateful that no one lost a finger in a sewing machine or suffered food poisoning because I likely would have lost my job.

I also remember being given a Science 8 class to teach in my fourth year.  I was terrified.  I did not do well at science in school.  I barely passed Physics, did passably well in Chemistry, and was ok in Biology but that was it.  I didn’t take science courses in university at all and was not thrilled about being given this class to teach.  I tried. Really super hard.  I spent hours preparing lessons, reading course material, looking things up online, and talking to other teachers.  I often wonder if my other classes suffered because I devoted so much time and energy into prepping this course that I felt so completely….well….incompetent…to teach.

I would find out days after I had taught a lesson that I had taught it wrong and would have to go back and reteach it.  I tried to use other teacher’s exams but I had no idea what some of the correct answers were so I couldn’t even make up an answer key if they hadn’t provided one.  Many nights I was in tears because it stressed me that much.  And I would love to apologize to those kids from that year because I did a really poor job of teaching that class.

I continued to teach Science 8, however, because it was assigned to me every year. There was nothing else.  Due to conflicting and overlapping schedules there simply wasn’t anyone to trade classes with and so I found myself tackling this issue every year.  And as the years went on I got better.  I attended more and more in services, I managed to get into a group of other Science 8 teachers and plan some common units and assessments.  My comfort level grew, my anxiety level dropped, and I grew as a Science teacher.  What I find truly hilarious is that now each year, after the first couple of months, I always ask my students which of the 4 core subjects they think I am trained in due to my university education.  They almost always say Science……(it’s actually Social Studies due to the number of history and sociology courses I took in university).

If a teacher is assigned a class he or she is not QUALIFIED to teach, who’s fault is that?  When I took on my very first teaching position it was a Math/LA position (of which I felt fully qualified and competent to teach).  Since then I’ve been assigned numerous classes of which I have had no formal training and would not be considered “qualified” to teach.  It’s easy to look at a teacher and point the finger and deem them “incompetent and not fit to teach!”  But many teachers are forced into situations where they are assigned classes to teach that they have no business teaching.  Often the choice is simple….teach the class or go compete with the other hundreds of people looking for teaching jobs.  Well it’s easy to be all high and ‘moralistic’ and say they should resign…..except they’ve got mortgages to pay, kids to feed, and debt payments to make.  What would you choose if forced into the situation?  If a teacher is forced into a situation where they find themselves teaching a subject they are not qualified and trained in teaching, does this make them incompetent? Perhaps, but whose fault is that?  The teacher’s?  The administrator who put them there?  Someone else?

I don’t know.

But I do know that my career has been full of ups and downs.  Some years I’m amazing (nominated for awards, parents love me) and other years the learning curve has been steep and it would have been very easy for someone to come along and label me as incompetent.

Albert Einstein once said……



Well…..I truly believe that the vast majority of graduated teachers are competent to teach……but if you judge a gym teacher by her ability to teach Bio 20, you may spend her entire career thinking she’s incompetent.


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Math Wars: iWest May 2014 Session

I’ve taken on the challenge of leading a discussion based session at iWest tomorrow…..

Here’s my google presentation

And here’s the google discussion doc - please feel free to add to it (I respectfully ask that you keep things relatively short and to the point though……yes I know there are those of you who could write entire essays on the questions in there but I think short points of a couple sentences will be much easier to read…….) 

Some of my resources are listed in both locations and I’m hoping others will add, particularly to the request for helpful network sites and bloggers.


Thanks everyone!  I know we’re going to have a great discussion tomorrow on what it means to teach Math for understanding!

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Breaking Up With The PCs in Alberta

Well……what can we say?

If the ATA and the PCs were truly married, it might be suggested at this point that some serious marriage counselling would be in order.  I don’t think we need counselling, I think this marriage needs a full frontal lobotomy.

You see Jeff Johnson, Minister of Education, can no longer be trusted.  450 delegates at the annual ARA Meeting told him so.  And if he acts surprised then realistically we can only point him to his actions of the past.  Let’s take a look at the progress of this relationship (in simplistic terms yes, because none of us have all day here).

The honeymoon phase of this marriage was sunshine and roses.  It started with a continuation on Inspiring Education, started by Dave Hancock and continued by Jeff Johnson….a document that inspired within teachers a belief that we were on the same path.  The curriculum needed some revamping with a focus on the future of Alberta students in a changing world.  It talked about a shift in mind sight to include some 21C skills and mindsets.

Then the honeymoon ended.

Johnson decided to talk about things like Merit Pay and the potential of a legislated 4 year contracts.  And we became wary.  We weren’t sure if we should change the locks or give it another try.

The Math Attack came and Johnson defended us.  He posted a great video that explained that the way we teach Math can’t look like it did 50 years ago.  That test results were not the be all and end all for judging our student performance.  And that our student population today is so much different then it was.  And we thought….he gets it!  He really gets it!  And we stopped packing our suitcases and put our items back in the drawers.

When Johnson talked about creating a Task Force for Teaching Excellence we once again went back to him with mixed feelings of hope and trepidation.  Some of us chose to be optimistic that this would lead further down the path that Inspiring Education had started.  We saw a future where we could all be happy.  Together.

And then the announcement came……and we realized that not only were we not on the same page, we weren’t even in the same library.

While we had been holding out hope for a reconciliation, it became apparent that one person in this relationship/partnership was really only interested in the control of the other.  Oh boy……I don’t feel the need to post about my feelings on the Task Farce (spelling mistake INTENDED) because it has been spelled out loud and clear by many others.  And it has occurred to many of us

….perhaps a divorce is a little much but at the very least we want to see other people.  And so all eyes turned back to Dave Hancock who is now the interim Premier of Alberta.  But he seems to waffle.

And now the question becomes……who gets the kids?  Apparently we are both fighting over them and Johnson claims that HE represents students while the ATA only represents itself.  Excuse me?  Did anyone else feel that slap directly to the face or was that just me?  To say that the ATA promotes teaching interests is fair.  But guess what….the interests of the teachers are directly related to the interests of the students.

And sorry Jeff, but when’s the last time you ever attended our kids soccer game?  Or school play?  Or helped them after school with their homework?  Or let them cry on YOUR shoulder when they felt like their world was coming to an end?  We only ever see you at a school when you need a nice photo op.  You represent the kids?  Sorry but I’m going to call you on this one.

The fact is that the ATA has been more than willing to be partners in this marriage, but when consideration came to how to improve the relationship we were left out of the conversation.  I’m not sure how you can improve a marriage while ignoring one of the spouses but hey, I’m no marriage counsellor.

But…..I do know one thing Mr. Johnson.  In the words of Taylor Swift…..we are never ever ever getting back together.

Oh and by the way…’s not us.  It’s you.

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Why Inquiry Based Learning is Not Discovery Learning

I’ve seen people using the terms “inquiry based learning” and “discovery based learning” as though they are interchangeable.  They’re not.  And here’s why….

Let’s forget about that fact that discovery learning doesn’t actually exist for a moment and pretend that it does, at least in the way that some people believe it does.

I think when people use “discovery based” learning they are thinking that we throw kids in front of a bunch of visuals and hands on materials and basically say, “Here.  Now go learn subtraction.  Come back to me when you’re done.”  I think people are assuming it’s a model where there is NO direct instruction and kids just simply learning things by figuring it out themselves.

And this is why inquiry based learning gets a bad rep when it’s not the same thing at all.  So what is it?

1.  A Shift In Thinking

The inquiry model begins by asking a question.  A meaningful question, not something as lame as…….If Johnny drinks 4 glasses of water and Sarah drinks 9/2 glasses of water, who drank more water?  (By the way, my Grade 6′s answer to this is…..”Who talks like that?  Who says they drank 9/2 glasses of water?  Seriously?”)

No, what I mean is that instead of doing mini lessons that lead up to a culminating project, we begin with the “project” and go from there.  For example, when I taught about Pythagorean Theorem I posed the question…..“So if a well built building is made of walls that make perfect 90 degree angles, is this school a well built building?”

2.  A Shift In Who Asks The Questions

Kids are more likely to pay attention to you if they ask the questions themselves.  This way they are invested in the answers.  In a standard math classroom I think a teacher stands up at the front of the room and says, “Ok, today we are going to learn how to calculate unit price.”  And then proceeds to teach.

However, when kids are faced with a project where they have to create a drink and sell it to maximize profit, suddenly THEY want to know…..well how do you figure out how much it costs per glass.  And now that I have their attention (because they honestly want to know the answer), I can engage them with some direct instruction as to how to do so.  Yes, notice I said DIRECT INSTRUCTION.  I do indeed use that in my classroom, although there will be some kids who will never ask the question because they do indeed figure out how to do it on their own.  Shocking, I know.

3.  A Shift In Evaluation

Inquiry based learning is not so much evaluated based upon correct vs incorrect but rather on how well did your process work.  And here’s where people freak out.  Yes, we do allow for the fact that there is more than one correct way to do something.

4.  The Development of Understanding

I am a product of the “old” math generation and I was an excellent math student.  I was in the top five percent of my class and while I hated my math classes, I was very good at them.  But here are a list of things I couldn’t have explained to you if you has asked me…..

a)  Why we invert the second fraction when we divide.

b)  Why the whole a² + b² = c² thing worked.

c)  Why when testing for equivalent fraction if you cross multiplied and got the same answer it proved the fractions were equivalent.

d)  Why when looking for a missing number within a pair of fractions the whole “cross multiply divide” thing worked…..

e)  Why when changing a mixed number to an improper fraction you multiple the denominator by the whole and then add the numerator.

And there’s more but too but I think I’ve made my point.  I was simply taught these methods and since they worked and I had the process memorized, I got the correct answer ever single time and that was good enough.

Do you know when I finally learned the “WHY” behind these things?  When I goat job as a math teacher and had to teach it to my students.  Now some people are ready to slam me in the comments (oh yes you are) and say that I obviously wasn’t a very good math student when I was a kid.  And here’s the part that might shock you…..I agree.  You’d be absolutely right, I was a horrible math student because I didn’t have a clue why I was doing the things that I was doing.

There’s a possibility that I asked why somewhere along the way and likely I may have even been told, but since I didn’t need to know the why to get the answer I likely forgot it.  But man I sure rocked those 30 math questions on that worksheet.  30/30.  Almost every single time……

Some people would argue that we now spend too much time explaining the “why” to kids and not enough of symbolic representation.  Well…..I took a University level math course (just one, the introductory course) and after battling with nothing but symbolic representation for an entire semester, I never took another. I got a B in that course, which I was pretty proud of.  However, the truth was clear.  Though I had been “good” at math throughout school, I was not a good math student and so I never took another math course again.  And to this day everything I did in that math course on derivatives and logs are completely lost on me.  I recognize it when someone puts it in front of me, but all it is to me are numbers and symbols that make no sense.  And I think that for many of our kids today…’s the same thing.

Because it has no meaning.

Inquiry base learning can often give kids that meaning.  Or at least the desire to understand the meaning and from there they internalize more of what it put in front of them.

Being an inquiry based teacher is hard.  You have to be good at it.  Damned good at it.  And I’m still working on it.  I do know that the inquiry system has resulted in a much higher level of engagement within my classroom and when kids ask the questions instead of the teacher, they learn so much more.

In an inquiry based classroom, the kids spend more time talking than the teacher.  And that’s the BIGGEST shift of all……….it has nothing to do with “discovering” how to multiply.  It is driven by the desire to know WHY when you combine these two numbers something magical happens and they become this whole other number.

Too often I think we suck the life out of the math classroom with lectures, worksheets with 30 problems to solve, and kids who do nothing but sit in desks and write on a pice of paper.  It’s time to breathe life back in and get our kids to buy back in as well.

Why did my 7 year old desperately want to learn how to do algebra and my Grade 7s act like it’s a death sentence?



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If Substitute Students Existed…..

I’ve been far too serious lately in my blog posts and I think it’s having an effect on my blood pressure.  I was inspired by my daughter earlier (along with a friend of mine from Facebook) to write this post.

My husband (also a teacher) was taking a day off to attend an appointment.  My daughter asked if she could stay home too. My husband firmly told her no.  She huffed that it wasn’t fair that he could just have a substitute teacher go in for him and that she wished a substitute student could go to school for her.

And I wondered what THOSE sub plans would look like…….

April 15, 2014 – Substitute Student for  Sara Chasm

Dear Sub Student:

Thanks so much for coming in for me today.  I’m so sick, I feel like I’m going to die.  I hope the day isn’t too rough on you.

To begin with, after signing it at the office, go to my classroom.  It’s #217.  Down the hall to your left, past the concession, a right at the janitor’s closet and down to the end of the hallway.  My locker is five away from the door.  My combination is 24-16-31.  If you don’t know how to work the lock, just ask a teacher.  They’re always helping kids with their lockers.

I’ve included a class seating chart with my desk outlined in bright orange.  The desks coloured in blue are my friends, the desks in red are people I don’t know much about, the desks with the Xs on them are the kids you should talk to in case you have questions about anything throughout the course of the day.  The black desk is that of my arch nemesis.  You are NOT to talk to him under any circumstances and if we have partner work avoid him at all costs.  Seriously.  The trouble maker kids and the kids who are usually sent to the office are also marked down.  I’m an “academic” student so I try to stay away from these people because sometimes when they get into trouble they can pull other kids down with them.

The yellow stars represent the people I play with at recess.  We meet under the flagpole every recess and decide what to do.  Today its my turn to pick.  Please pick “school” and assign roles accordingly.  I like to be the teacher.  Jenna will complain that she wants to be the teacher.  She will probably make a big deal if she doesn’t get her way.  If this happens, just tell her she can be whoever she wants to be when it’s her turn to pick.  If she continues to be a pain, roll your eye starting from left to right, sigh heavily, and say, “Fine Jenna.  You can be the teacher.”  Then you can pick Principal (which is a better role anyways because you’ll get to boss her around).

Ok, so the day!

After sitting down you will notice the schedule my teacher wrote on the board.  All my books are in my desk.  My green duo tang in for math.  My red is for Social. And my yellow is for Science.  I hope we don’t have LA because I brought that home and it’s with me.  Oops.  If we do have LA, just ask the teacher for help.  She’ll know what to do (usually).  Sometimes she forgets what we were doing the previous day and in that case, just roll with it.

My Social Project on Dinosaurs is not finished.  You will need a computer to do the research.  My log in name is schasm3695 and my password is: Sch00L!  Please note the upper case letters and those are zeros, not Os.  If you have trouble logging in, just talk to Jason (the one with the heart around his name on the seating plan).  He’s the “tech” kid in class who helps everyone. He’s super smart with computers! And he’s really really really cute.  But don’t tell him I said that.  

Here is a list of websites I have been researching:,,

and http://www.wikipedia/dinosaurs/facts/657/file/org/research/Htx90L/longinternetname.htm

Just type these in exactly and you will see what you need.

At recess you will be allowed to eat a snack.  You will only have time for a quick snack and if you don’t put your wrappers in the garbage, the garbage patrol monitors will get on your case so it’s just easier to throw your stuff in the garbage.

Ok, Math.  We’ve been studying fractions.  I’m very good at fractions so please make sure you do any work assigned correctly.  If you aren’t sure of the answers, just copy off of John.  He sits next to me on my left (note seating chart).  He always gets everything right.  It’s super annoying but also helpful when I have a substitute student.  

Now Art class……the smocks are in the closer (you won’t want to get your nice school clothes messy!) and we are working with paint today.  My preferred colours of yellow, green, and purple.  If those are all in use, feel free to use orange or red.  Please avoid blue and that pukey mustard coloured one.  It’s gross.  And it’s runny so it’ll just make a mess of everything.  Hopefully the teacher doesn’t put it out anyways.  Watch out for Jack and Jill, they’re clumsy and if you paint next to them they will probably get paint all over you.

Music class….I’m really tall so I’m in the back row.  You won’t know the words to any of the songs we’re singing but that’s ok.  The kids sing together as a chorus and I don’t have a solo so just operand close your mouth and pretend you are singing and it’s all good.  If the teacher calls on you for anything, just remind her that you are a sub student and don’t know what’s going on.  She’ll pick someone else.

Ok, clean up at the end of the day!  We stack our chairs.  I’m in row 4 so you have to stack your chair on the 4th pile.  Make sure all the garbage is off the floor from around your desk.  Also, you won’t be able to write down the agenda notes because I have my agenda at home with me, just use a piece of paper from the scrap paper pile on the back shelf and leave it on my desk.  I’ll see it in the morning when I get back (assuming this puking comes to an end and my fever goes away).  If your desk is neat and tidy and you are standing quietly, the teacher might pick you to go to your locker first!

I hope your day goes well!  Leave me notes on anything you feel is important.  Don’t forget to tell me about every little interaction and conversation you had with my classmates. It’s important I know EVERYTHING that went on during the school day.  Seriously….EVERYTHING.  In fact, when you get home tonight, it might be easier just to email me since I’m sure you will have lots to say.  My email is

I was reading this to my daughter who got a good laugh out of it, but at the end she said,  “Do you really have to write down every little thing when you get a sub?”

And I said, “Well yes, especially if it’s a sub I’ve never had in my classroom before.  They will need to know how the day works.”

My daughter rolls her eyes, gets up from the chair and says on her way out of the room, “It would be way easier to just go to school………”

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Political Numbers Game

So this weekend the Wildrose party held a march on the legislature for people who want a “back to basics” math approach.  I tried to find a panoramic shot of the crowds to get a better idea as to numbers in attendance but this was as close as I could get….although I may have missed something somewhere….



Some news outlets reported “dozens had attended”, others reported about 150, I saw the number 200 somewhere and David Staples from the Edmonton Journal swears it was about 400 over the course of 2 hours.  He says he personally did a head count.

“When will the government stand up and listen to us?” seems to be the prevailing question.  Well, we all know that politics is a numbers game.  So let’s crunch some numbers.

The “Back to Basics” math petition has been signed by just under 13,000 people I believe.  It has pretty much had it’s day I think.  While there are a few more signatures added each day, I think we can say that in terms of it’s momentum, it’s pretty much done unless there is a resurgence.  I’ve looked at the signatures.  Not all of them are Albertan.  Heck, not all of them are even Canadian!  But let’s use that 13,000 to say that there are 13,000 “Albertans” who want action.  Well that’s 13,000 people out of a population of about 3.8 million people.  Now not all of those are adults.  So let’s say that half of them are children under the age of 18 (or non-voters).  That takes us down to about 1.9 million.  So 13,000 signatures out of a potential 1.9 million is roughly 0.68% of the Alberta population.  Yikes….not super overwhelming…..

Let’s use Staples’ number of 400 attendees at the march on the legislature.  400 people out of a potential 817,000 (roughly the size of the city of Edmonton. But again, let’s assumer that half of that number is the non-voting population.  Oh, but wait….I see kids in the photo so nope, we have to include everyone.  So 400 out of 817,000 people were counted as attendees.  That would be roughly 0.05% of the population of Edmonton took the time to come to the march.  And you have to wonder how many were there because they were legitimately interested vs. dragged there by family/friends/etc…. vs. how many people came over to just simply take a look at what the heck was going on while they were out for a walk.  But again…not super overwhelming.

Anyways… I said though, politics is about numbers.  And based on these numbers I think the Wildrose Party is about to turn their attention to something else.  Because clearly this “flavour of the week” battle isn’t going to gain them the votes they need to win the next election.  Especially since they likely acknowledge that most of these people supported them already anyways.

It has been posed that parents are speaking up against “discovery math” and they are making sure their voices are heard.  Where are the voices of those in favour of it? We’re not hearing THEM speak up!

Well it’s simple really.  It’s also a very common trend.  Our school used to hand out surveys to parents and the results were seriously depressing when we looked at them.  There were some very negative comments and it seemed like no one had anything positive to say about our school.  And then I was told, “You have to remember, we rarely hear from the people who are happy.  The ones who have a complaint or a criticsm are usually the ones who take the time to fill out the survey, because they want to be heard and this is their opportunity.”

Those who disagree with the current math curriculum have definitely made their voices heard.  If you live in Alberta and don’t know about this issue, it isn’t for their lack of trying.  It’s had media/press coverage, a full online petition, numerous blog postings, and has ruined my Facebook feed numerous times as well.  And you do need to hear from these people.  They are the ones who will provide you with a different viewpoint.  We can’t live in a vacuum.  So no, I’m not at all saying that these people should be ignored or that they are not important.  They are definitely passionate, I will give them that.

But numbers are numbers and we all know that political parties are about the numbers.  So as far as being a political issue?  I have a suspicion this will likely be regarded as little more than a blip on their political radar.  Come election time the focus will likely turn to health care, the oil sands, and other more high profile issues.  Based on the people behind “Back to Basics”math movement, I think it’s likely to be shuffled aside.  Oh I’m sure it will get a nod and a mention, but it isn’t likely to be the driving force behind an election campaign.  Does that mean the debate and the conversation is not important?  Absolutely not.  But as a political bullet…….?  I think it just doesn’t have the power.

That being said, I don’t have a degree in political science.  My assumptions could be dead wrong, after all….they are only inferences based on what I know from the past and what I see happening in front of me.  I would call myself politically aware but certainly not a political expert.  But then again, I don’t seem to be an expert in anything.  Not even education.  Nope….my 12+ years of classroom experience, my degree in education, the hundreds of parents I have talked to over the years, the 1000+ students that have walked through my classroom…..none of it seems to count.  I am dismissed as “just another teacher” who “doesn’t get it.”  I was referred to the other day as a teacher with a “cute” little blog and a nice “smattering” of followers.  Ouch.  I’m 37.  I’m far too old to be “cute”.

But as far as my teaching math goes….

One of the proudest moments I’ve ever had was a couple years ago when I was in the middle of teaching a math concept when one of my students put up her hand.

“Mrs. Olthof, I normally like the way you teach math but today I don’t like the way you’re teaching this.  I’m not getting it.  Can you teach it different?”

Talk about the level of trust it takes between a teacher and a student in order for THAT to happen mid-lesson.  And I stumbled for a bit and thought for a second before I said…..”Sure, let’s try it this way…..”  But what if I hadn’t known another way to teach it? Or had the freedom to teach it another way?


“If a child can’t learn the way we teach, maybe we should teach the way they learn.”  This notion holds true for BOTH sides of the debate….those who push the “back to basics” approach AND those who support inquiry based teaching.

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Game Changers

While media and public critics curse Inspiring Education and say it is going to bring about the downfall of Alberta Society, I would ask you to keep this in mind… are a list of people who were also accused of trying to destroy society in past history:





Stay calm and carry on?  Forget that.

Raise hell and change the world.

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Endless Debates

I seem to keep engaging in what I call “wrap around debates.”  You lock horns with someone who has a different opinion from you and you hash things out. Like the debate Alberta Educators are having (as well as many others) around the issue of how best to teach math.

The problem with wrap around debating is that it never gets anywhere.  In my mind there are two types of people who like to debate:

1.  Those who are only debating to force their own views and agenda.  They will never really listen to what you have to say, they seek only to poke holes in your theory and wait for opportunities to prove yet again why you are wrong and they are right.  They will throw the same lines at you over and over again and just when you think you are getting somewhere, you circle back to the beginning and start again.

2. Those who debate for the purpose of thinking.  They will challenge you.  You will challenge them.  You will both cause each other to think and in the end someone might shift or you will both stick to your own thoughts and agree to disagree.  But the conversation is key because each side has made the other think.

Some people exist inside a vacuum.  They surround themselves with like minded individuals who will agree with whatever they say.  I feel sorry for these people because when they “debate” they might as well be having a conversation with a mirror.

I like it when people challenge me.  It causes me to consider things I might have neglected to think of before, or reveal information to which I was not aware.  Either way these conversations help me to grow as a professional and as a person.

Some people I refuse to talk to anymore though.  They aren’t interested in hearing what I have to say.  They’re only waiting for the chance to prove me wrong.

The problem with talking to these sorts of people is that after awhile you feel like you’re bashing your head against a wall.  In that situation, the only thing you are doing is hurting yourself.

But we must speak up against those who are have it wrong!

No you don’t.  You won’t convince them anyways.  They have a core set of unalterable beliefs and you will come to realize after awhile that really nothing you say is ever going to change them.  That’s when it’s time to move on.  For someone that deeply entrenched in their beliefs they experience a phenomenon known as “cognitive dissonance”.  This means they will dismiss or discount any evidence that is outside of their belief system.  It doesn’t matter what you put in front of them, they will argue it away.

Head… wall.

Where is your time best spent?  It isn’t with these people.  Debate with those for whom the debate will be meaningful.  Everything else is just simply arguing for the sake of arguing.

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