The Tale of the White Math Teacher

From previous posts, and my obvious profile picture, I am pretty much the whitest guy you can ever meet. I grew up in the country, riding horses, bailing hay, tending gardens, and lived my first years on a plot of roughly 15 acres of land. My high school had a total of 318 students, 7th-12th grade, and I graduated with 62 other people in my class. Our school was far less diverse than anyone could even imagine.

I graduated from a small private Catholic college, with about 400 other students, and made my way to York, PA to teach at an urban district, for my one and only major career choice, teaching mathematics.

I would like to say that I am not a racist, that I have never done or said anything that could be recognized as negative to my fellow man, but I am not perfect. I grew up around people who said, "Don't go into the city, you know what kind of people are there!" or "All the Mexicans have come in to work and it's becoming an unfit town!" or "All of those people are the same!"

When I started my job in York City, a few people asked if I was going to take a gun to school. I have read news articles that have called my school building "Wild Zoo"! I remember watching the beginning of the #BlackLivesMatter Movement, saying, "YEAH! Let's go for Equality!", but I did not do anything else.

Before I moved to York not once in my life did I question, or stand up for a person of color, or a minority who was being discriminated against. I just rolled with the comment. I was a white guy who did not understand… That has all changed! I am an ally for my students, parents and coworkers!

Wearing Black to Support our neighboring 

SOC's in a rough time, Dated 2016. 

I have challenged myself to become better in recent years and look for more views on education from outside sources, my favorites most days are on my Twitter Account. There I have been challenged to think more on the white washed version I have had on history education, as well as how to incorporate more successes from BIPOC in history, and not just the white washed version I have been given. 

I have incorporated the study of Fractals into my own Geometry Curriculum, and have shown students that places in Africa have been using Fractal Geometry for centuries in their creation of their villages. We also look at how recursive self-similarity is important in computer graphic imaginary, game design and coding. (See a list of YouTube Videos I use here: Fractal Playlist)

From my outlook, my students deserve a caring, respectful teacher willing to listen to their circumstances, understanding of their humanity and community! I will always be an advocate for my students, and make sure the relationships I form with them are one the basis of respect. I will help them find their learning path, and engage in more lessons that help my students discover their place in this world!

Leading Teachers through PD

As a part of our High School's Distributed Leadership (DL) Team, I have been given the opportunity to lead in new capacities for the past four years.  I have been trained for three years on the ways of developing teacher skills and school climate.  The team and I use the time allocated for our DL team to help bring Professional Learning Communities (PLCs) to life and advocate for using best practices while creating Professional Development (PD) for our staff.

One such day was last January when I lead our Department Meeting time and showcased using QR Codes for staff to get students working and engaged in their classrooms.  I modeled one use, by having staff get into groups of 4 and walk around our building scanning QR Codes about the process of using QR Codes in the classroom, while they went around with a group recording sheet.  (One person in each group at least had a QR Code Reader.) 

One teacher friend used QR Codes at the end of the
year, using the codes to tag a video for students
to listen and write in Spanish. 

It became a huge success and everyone involved said the time used was greatly appreciated and the activity very appropriate for their practices.  I revamped the whole project for a recent graduate course paper that I had to make a QR Code activity.  I used PowerPoint to give my posters some extra character and even attached all of the QR Code Sites I used in each slide. I then began thinking about what else I could teach them would be the best use of their time, but as we all know one does not professionally develop teachers.

QR Code Activity: 

QR Codes PowerPoint Slides

QR Code Blank Group Form

QR Code Group Form with Links

During a second PD, I led, involved looking at Google Sites to create a classroom website.  During this planned instruction I gave 10 minutes in demonstrating how to make a Google Site in Google Drive, then showcased my ever-changing work in progress Geometry Website.  Teachers were then placed in their departments to play with the Google Site creator and discuss possible uses for a site, what they would want to display or share with students and the world, etc.  Attached is my Google Site PD form that was shared out to all staff to work on and share ideas.   I designed the Google Doc to be informative, editable, and shareable for the information decided upon by each department. 

One of my takeaways from DL Trainings. 

Through leading teachers with Professional Development, I have become more secure in my knowledge of education and knowing what is good for both students and teachers in my building.  I hope to continue on this trend, leading and teaching all new skills that are easily adaptable for any classroom.

Please use and adapt any of the activities I have made for your school too! 

CS Education

I started my Undergraduate work, at Saint Vincent College, in Computer Science and Business to teach high school students about computers.  After a round with C+ Programming, I decided that it was not for me, I did, however, enjoy my Calculus class immensely and decided to change to Mathematics Education as my Major.  Upon college graduation, I started teaching at an urban high school in 2007 and taught all Algebra 1 courses during my first three years, then Geometry, then Algebra again, Algebra 2, and now Geometry for the past 4 years.  While creating course material that I felt was relevant for my students I came upon some teaching material involving Scratch Coding.  From there I have found a love for computers and computer education again.

Saint Vincent College,
Latrobe, PA

I recently just finished coursework to complete my Plus 30 to advance the tier placement in my career, I had my Masters in 21st Century Teaching and Learning, through Wilkes University, completed in 2011, and did not realize the potential to having more credits under my belt.  I have been working hard to update my learning, and personal style to teaching, through courses in multiple ways, first through Learner's Edge where I completed a set of courses that gave me a certification (from their own personal certifications, not a PA State Cert.) in the area of Information Technology Specialist.  Through this set of courses, I decided it would be wise to get the state certification work on my Plus 30 and my eventual Plus 60 while adding more weight to my own personal learning with a second Masters in Informational Technology Specialist.

Bearcat in College

I am currently re-enrolled and going through Wilkes University where I have found the professors and learning modules very inspirational in my own teaching.  I have taken lesson plans and re-created them through use of more online and computer-based learning.   I have used Desmos, Geogebra and even Google Apps to enhance the learning in my classroom.  Through my journey, I have figured out that Computer Science is definitely going to take my own teaching and my students farther than I could have imagined.

Bearcat Teacher

I am starting this school year teaching AP Computer Science Principles and went through a training to learn how to process through the new course.  This will be a big step for me to take towards my goal of implementing more computer science in my school and will make for a huge learning opportunity for not only my students but myself.  In our building, we also created another new course using the text, Where Will I Ever Use This? Volume 1: Algebraic Modeling, using Excel to teach Algebraic Concepts.  The overall goal for our high school is to start creating learning academies within our building.  We have a Freshmen Academy, Performing Arts Academy and a Safety (First Responders) Academy, the academy I would like to start, you guessed it, Computer Science.

I would like to incorporate more courses in gaming, video game development, (since I am one of the Video Game Club advisors for my school) coding language, and possibly the AP Computer Science A one day.  I never thought that switching majors in 2004, would afford me the opportunity to still end up teaching and learning more about the passions I have in my life, computers and technology.

Personal Tech Blog

One Hour of Code Initiative

After finishing two graduate courses on utilizing technology in the classroom, I was tasked with one for a collaborative research project.   The project consisted of classmates and I researching a technology trend in education and we chose coding in the classroom.  I was very impressed with the Code.org website and all of the resources that are available for free on the site, including their One Hour of Code Initiative.  I had students watch the five minute video from Code.org to get them excited to investigate coding.  Students then created a free Code.org account and started the process of completing the One Hour of Code initiative from December 4th through December 8th this year.

Following the One Hour of Code program, students were then given a set of Scratch coding activities that progressively increased in difficulty.  Students were tasked with creating an easy set of code that drew four different polygons.  Then they were given a second task to code a random polygon generator using some more complex coding pieces, which also had students create a block (their own code piece) to name the polygon that was generated. For the final project students were tasked with creating coding blocks to draw a Sierpinski Triangle.  (My code is attached below.)  I used these projects in my Saturday STEM Mathematics program last spring, and found that they would be great for school this year as well. 

The whole program took students about 5 days and an average of 5 hours to complete all of the coding projects.  Students were given a great opportunity to investigate coding.  To celebrate and reward their accomplishments with more than just a grade, I created a certificate of completion.  Students who successfully completed all of the projects and showed that they ran were awarded the certificate that they could then use in any resume.  My district is trying to increase the amount of experiences students are given for job and college readiness for PA State Act 339.  So the experiences in coding and computer science will give them more confidence in working on computers, and some confidence with job readiness skills.

Once students finalized the projects, they began to investigate the math and history of fractal geometry, a mathematical definition of the patterns seen in nature.  Computer science has used fractals to create more and more realistic computer generated imagery in video games and movies.  Students got to investigate logarithms to define the fractal dimension and took in-depth looks at how the math has changed how we look at the similarities in nature.  For the last four years, I have been implementing and developing this two week unit before Christmas break. Leading up to students creating a holiday Sierpinski Tree.  I hope to one day inspire my students to investigate fractals even more, because the math behind it is very interesting.

Student Rapport

William Penn Senior High School, College Street Entrance

After thinking about the start of my eleventh year of teaching, of all the places I could have ended up with my career I never imagined this small town country boy would ever be successful in an urban education setting.  While I feel I will never have the perfect test scores, the high achieving grades from my students or become teacher of the year, I hope my students would all agree with me that I am successful in educating them.  In education the term prior knowledge is a buzz word that is applied to pre-assessment.  With every student I teach I not only look for prior knowledge but utilized the background of my students in reaching their needs.  I like getting to know each of my students and helping them learn the content of Geometry as well as thinking and planning for their present and future.

Wearing Black to support minority students in the community!
 - A student led initiative. 

Through taking online courses and experimenting with different content, I have started to prepare them for the real world with advancing their background in technology by incorporating more mathematics learning involving computer programs.  Growing up in this technologically advanced world we have seen the emergence in fractals from their usefulness in computer generated images (CGI), from film to video games, it is every where around us.  Fractal Geometry is not a term heard in every single school curriculum, it is in every computer animated image, but I have incorporated it with Logarithms to help my students prepare for diverse fields of study and pre-calculus.  As well, it allows  the chance to be artistic and creative in a sometimes otherwise thought of mundane classroom.  Through GeoGebra I have been able to bring precision and problem-solving skills to life in my classroom.  Utilizing Google Docs I have built in collaboration and peer editing projects.  With online research I have been able to bring ratios into social justice.  It is my hope that students come out of my classroom with a little bit more of an understanding of how critical thinking with mathematics can apply to their lives.

Video Game Club 

Fractal Geometry - Students creating 3-D Sierpinski Triangles
and Menger Sponges before the holidays.

Using indirect measurement to calculate heights in Penn Park!

On top of teaching relevant topics, I always want my students to know I am a person just like them and will join in with their antics at times.  I strive to make them understand that I see them as human beings and care about not only their education but their well being, because honestly not everyone of them has that at home.  In our district students come hungry, are homeless, struggle daily and all in all do not open up to many.  I want my classroom to be a safe and inviting place.  Students know my passions and I proudly display my dorky habits of comic books, video games, and love of math, learning, and my family.  I coordinate with my co-worker and friend, Nick Naugle to run a Video Game Club where students can stay after school, organize tournaments or just play games, we have also gone to the local arcade to enhance their experience in gaming.  I participated in a student led protest to the treatment of minority students by others in the county.  During my 3rd period last year we created a Mannequin Challenge Video, which got twelve thousand hits on Facebook! (We went viral!)  And yes I know, this does not relate to education, but sometimes you just have to have fun because at the end of the day these young adults are still kids, and they deserve these little moments.

 

Viral Video on Facebook! Just having fun with the kids...

Students playing in Penn Park after their project is done.
Teenagers like the playground just as much as kids!

As I reflect through this post it is not my intention to brag about my accomplishments in my classroom, but to recount my past years in growing as an educator, to help others understand teaching is not always about the content.  Sometimes you need to bring life into the content and make the student's education a part of their human experience.  All too many times I hear stories about educators who try to bend the will of their students to the demands of the curriculum and their own strict procedures.  I am not like most teachers.  Through years of trial and error, I have found that if I want students to learn I need to meet them where they are, and teach them what they need to know in order to be successful in their post-secondary decisions, be it college, technical school, career or military.

Students working on GeoGebra and also using
Maps/Ratios to figure out social justice problems.

Although not every interaction is positive, I have always enjoyed getting to know each student, even those that are a bit of a handful.  I enjoy working with every student, creating meaning in our days together and observing their unique character qualities as they mature.  I teach about 125-150 students in a school year, and if I feel like I can reach at least one, I have had a successful year.

YCCOSP Stem Academy

While working with the YCCOSP Program (See my first Blog on my summer work) I have been given a lot of autonomy to create learning activities for my students.  This past Spring we had a chance to help design and implement a Saturday STEM Academy.  For four Saturdays, students were immersed in activities in Chemistry, Biology, Engineering and Mathematics.  Professors from York College of Pennsylvania created meaningful learning experiences for the YCCOSP students in the STEM field.  Since our school has discontinued all courses in computer science our students are never given the chance to experiment with coding or different computer programs.

While researching for a graduate course I found several articles on Edutopia about using Scratch coding from MIT to teach coding and mathematics.  Scratch is a basic system and teaches students coding using building blocks on the online coding program.  Several of the students had been through my Geometry class and had learned about the use and concept of Fractals.  Since our students have never been exposed to any type of coding programs I decided they needed to gradually be given steps to learn how to use the Scratch programming and scaffolded their learning activity with three different tiers of difficulty.

The first assignment took students through the basics of scratch code and taught them how to make the online icon do the simplest of moves to create a given polygon.  (Easy Scratch Coding Edutopia Blog)  The second assignment was then the intermediate level of coding which had students create a code to have the icon make a  random polygon and then name it based on the parameters given.  (Intermediate Scratch Edutopia Blog)  Finally students took the program to create the Sierpinski Triangle, a fractal program that made a recursive pattern within itself.  (Advanced Scratch Edutopia Blog).  From each of the blogs I found I created instructions and questions for the students to complete each level of difficulty in coding with the Scratch program.

Students were then tasked to share their code to their college Google+ account.  In the YCCOSP Math STEM Community that I created, students explained what they created and shared it with the world.  This allowed for another deeper conversation about the way one needs to convey themselves online and in social media.  I informed students that the sharing of their code and what their creations did, since it was put online they also had to understand that their words would be able to be seen by others in the social media.  This simple step created the sense that they as digital citizens must be precise in their wording and represent their own selves in a positive academic manner.


The Saturday morning was filled with a lot of fun and students were very involved in the program. Students who had never seen code in their academic career were exposed to a new programming method that can help teach students.  Students were very successful in coding their projects and even commented that they enjoyed learning and "playing around" with the website.  The program ran very well and in the future I hope I can create as meaningful of a set of projects as I have here.  You can get all of my documents used in my TpT store for free! Coding Projects for STEM Mathematics