I tutored today at Fairview High School. I’m working with a kind, talented, and VERY patient teacher, Mr. F. But oh my goodness, the kids are from a whole ‘nother planet when it comes to math. I’m helping out in basic algebra and geometry classes; here are some sample conversations:
In basic algebra, we’re solving pairs of equations for x and y. A typical conversation goes like this:
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Me: Hey you! Have you started the problem yet?
Student: [Turns around. He's been looking at the girls behind him.] No.
Me: Well, could you?
Student: Do I have to?
Me: Yes. [I give him several minutes, then return to his desk. Surprise! He's turned around again!]
Me: How’s the problem going?
Student: Oh. Sorry. I haven’t started.
Me: OK, I’ll help you. Which variable would you like to eliminate?
(The problem looks like this:
4x + 3y = 12
4x – 2y = 10)
Student: If I multiply both equations by two, it’ll get rid of the y’s.
Me: Are you sure?
Student: Yeah, because 3 times 2 is … uh … I don’t get it.
Me: Well, let’s try to eliminate the x’s. Notice how they have the same coefficients? So all we need to do is multiply one equation by -1.
Student: Ungghh … this is such a pain in the butt. Why do we have to learn this stuff? It’s such a pain in the butt!
Me: When else are you going to learn it?
Student: In college.
Me: They don’t teach this stuff in college. You’re expected to know it already.
Student: Yeah, they do.
Me: No, they don’t.
Student: How do you know?
Me: I’ve been to college.
Student: I guess they just teach calculus in college. [Shrugs.]
Me: Yep. So if you don’t learn this now, that’s it. Let’s go: which variable would you like to eliminate?
Student: Uhhh …
Me: Let’s try to eliminate the x’s. What do we need to multiply the second equation by to do that?
Student: I dunno.
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… And on and on it went. But it’s not as bad as my basic geometry student who was trying to compute the surface area of a pyramid:
Me: OK, have you made any progress? [Looking down at her black piece of paper. Obviously, she hadn't.]
Student: No.
Me: OK, then, what formula will you use?
Student: [guessing] Uhh … a^2 + b^2 = c^2?
Me: That’ll be a useful formula, but what’s the formula for the surface area? (We’d just gone over this in class about 10 minutes ago.)
Student: I dunno. [This answer is becoming a theme. I've got a whole crop of "I dunnos". It's getting pretty frustrating at this point.]
Me: Well, look in your notes.
Student: I need to copy them from my friend. I wasn’t here — I was in the counselor’s office.
Me: [thinking that I don't care where she's been, she should have copied down this part of the notes. Except she was here. I saw her. Sitting two seats away from me.] OK … [Walk away, completely disgusted.]
5 minutes later, I return:
Me: Have you gotten the notes yet?
Student: No. [To her left:] Hey Melissa! Let me see the notes.
Melissa: Here they are.
Student: Oh, that’s it? I think I have these. Hey, I DO! So why is this so hard?
Me: So what’s the formula for surface area?
Student: I dunno.
Good grief. It’s a pyramid with a 7′ square base and a 9′ slant height. The formula for surface area is S.A. = B + 1/2*P*L, where B = the area of the base, P = perimeter of the square, and L = slant height.
Me: Well, what’s the area of the base?
Student: 14.
Me: No.
Student: 20?
Me: No.
Student: [starts to say something]
Me: [interrupting] Let’s draw it. What shape is the base?
Student: Well, the sides are 7′ and this thing over here is 9′. [No drawing takes place.]
Me: DRAW IT.
Student: Reluctantly draws a square.
Me: Good! Now, how long are the sides of this square?
Student: 9. [Draws a '9' on her paper.]
Me: No, they’re 7.
Student: [Erases her 9 and replaces it with a 7.]
Me: OK! Good job! Now, what’s the area of this square?
Student: 27 … no … 26.
Me: [thinking "good grief!"] Nope.
Student: 28!
Me: That’s the perimeter. You’ll need that, so remember it, but what we’re looking for now is the AREA. That’s B in our equation for the surface area.
Student: [a light bulb goes on] Oh! 48!
Me: <Sigh.> No, but close. [I consider tell her that multiplying an odd number by another odd number isn't going to get you an even number, but she won't get it. This is painfully slow.]
Student: 56?
Me: [If this goes on much longer, I'm going to shoot myself.] No.
Student: I dunno.
Me: What’s 7×7?
Student: I dunno. I’m not so good at my multiplication tables.
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I also had a student who understood very little English. I tried to help her with the problem, but it was VERY difficult to get through to her. She kept asking her friend, in Spanish, for help. “You check the problem by plugging in 2 for x and 2 for y,” I said. She wrote, “2x + 1 y = 10′. “No,” I explained, “You plug in x and y. So it’s 4*(2) + 1*(2) = 10.” The look on her face told me she had NO idea what was going on. “I’ll come back later and see how you’re doing,” I said. It was a total cop-out; I just wanted to stop bothering her. When I finally returned, she had written down the answer and the check, which I presume she’d copied from her friend. “Good job!” I said. She smiled. Well, one victory for the day. Sort of.
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After class, I asked Mr. F. if any of his students had ADD. He laughed. “I’m sure they do!” he said.
“I’m specifically thinking of D. [the algebra student],” I said. “He seems to be unable to concentrate for even a minute. If he has ADD, he could either start taking medication or adjust his schedule for taking it … it’ll even him out,” I suggested.
“Maybe,” said Mr. F., smiling. “He’s a tough one. D. does a lot of his work in the study hall upstairs. I’ve tried to convince him to work down here — that’s why he sits in the front — but it just doesn’t work.”
I don’t know how he does it. He’s so calm and understanding of these kids, some of whom need to be beaten with a stick just to sit down and shut up. I’m at the end of my rope and I’ve been doing this for 3 days, only 2 hours/day.
FWIW, I do enjoy tutoring the kids. D. is beginning to listen to me and respect me, and maybe — just maybe — we’ll get some work done one of these days. My geometry girl eventually got the problem, and though I doubt she understood it thoroughly, we’ve certainly made progress. All hope is not lost!
And yesterday I went skiing with the Dexters! Don AND Pennie! (Pennie’s been on a skiing hiatus for the past 25 years or so because of knee and back injuries.) We skied the greens for a couple hours, and then moved on to the blues. Pennie was doing fantastically! She did really well on the ‘big mountain’, too! Her turns are excellent. I enjoyed following her tracks, trying to make the same swooping curves she did. Congratulations, Pennie! I hope you’re not too sore today! =)