Re: Algebra (was Re: Half Grades?)
- Subject: Re: Algebra (was Re: Half Grades?)
- From: Michelle <5alive31@HOME.COM>
- Date: Tue, 21 Aug 2001 11:27:17 -0700
- In-reply-to: <firstname.lastname@example.org>
- Reply-to: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
- Sender: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
I always tell my college students that it isn't important what they get
their BA or BS in, really. It is only important that they have one because
it tells a future employer that they know how to set a goal and meet it, how
to get things done, how to budget their time, and how they can work within a
I tell them, "Major in what you like, not what you think you have to do.
Then you get through it and you get good grades." I also encourage them to
take it slow. If they have other commitments (job, kids, etc.) they should
take fewer classes and get better grades.
I can't tell you how many of my students have returned to me to thank me for
that advice and tell me how much it helped them.
From: Judi Hirsch <judih@OUSD.K12.CA.US>
I agree that we haven't done a good job in earlier grades, and I also wonder
why there needs to be so much pressure to complete courses in one year. I
would rather have depth than breadth and would prefer that we give students
all the time they need to really learn what's important--not just to pass a
test. What do I think is important? To KNOW that one is brilliant, can
figure things out, can solve problems, can work cooperatively, and have a
desire to continue using the skills learned in school once one leaves
school. As with reading, and our desire to have our students choose to read
once they ar on their own, I would hope that student NOT see themselves as
mathematical ignoramuses as so many adults do. This long term perspective is
part of what I consider to be good teaching.
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