From Your Child’s Math Teacher

It is my goal that the students that I teach will be very well prepared to more easily take on the challenges of the 7th or 8th (or 9th) grade math courses that they
will be taking next year.  As a past teacher of these classes, I am very familiar with the prerequisite skills necessary to succeed in these classes.
In order to be successful, it is imperative that students actively participate
in math daily.  Math is not a “spectator  sport” and anyone maintaining passive presence will fall very short of their potential.  Their commitment must extend beyond the classroom and include homework.

Homework is usually given daily except for Friday (but not always!)
In either event, each day’s homework is always posted on this blog.
Homework helps drive the instruction.  It is the best indicator for me to determine if the instruction was adequate.  Each day I monitor and adjust  based on the outcome of the prior day’s homework.  Essentially the  homework indicates to me whether I can move forward, or if I need to re-teach a specific concept.
Each day I try to make myself available to any student who requests it.
In addition, I invite you to contact me by phone or email to help with this.
Shortly, we will be setting up an interactive website for Brentwood sixth
grade student and teachers only (Nicenet).   (Additional information on this
will be provided to you later).  This will allow students to ask question regarding homework on line and receive additional tutoring in response.

Several factors contribute to students’ shortcomings in math.   I’ll list some of
the more important ones below.

Absences.  Frequently not avoidable.  Keeping your child home when
they are running a fever is always a wise course of action.   However, it goes
without saying that what was missed in math on a particular day may be an
important building block towards overall understanding of a major concept.
The more successful students connect with a peer when they return to school,
one who may have picked up assignments for them, and can share with them
any notes that came from the class that they missed.  If possible connect with
the teacher as soon as possible.  The homeroom teacher can help them through
any challenges that they may encounter.  Simply showing up for class upon their
return and expecting the teacher to take class time and spend inordinate time tutoring them over what they missed is probably not realistic.


Not asking questions in class.  Ask a typical student who asks
the most questions in class and the names that most frequently come up are the more
highly capable students.  For successful students the goal is solid understanding.
These children are way less concerned about how other students might
perceive them then those more silent, image conscious students.  The only
bad question is the one left unspoken.

Classroom logistics.  Currently there is no assigned seating for those coming
to math class.  The students self select their seats.  Sitting amongst students
who are success oriented and will not behave in a manner that will limit other
students from maximizing their potential is always the most prudent advice to follow when students self select their seats.

Basic Facts.  Don’t throw away those flash cards yet!  In addition, I have some
very good, interactive games to play at home.  One I would recommend is
“Fraction Slap”.  Take the opportunity in the car, or at the table to ask your child
a few basic facts.  (8x7; 16-9; etc.)

Thank you for taking the time to read this.  I truly believe that we can advance
this group of sixth (and fifth) grade students to become the best in the Mead School District. But I do mean we.  This is my goal for the 100+ sixth graders, your children, whom I have the privilege to help teach this year.  Together only we can accomplish this mission.  I appreciate all you do to help your children succeed in math.  Please let me know what I can do to make this task easier
for you.