TACTics Journal

A Publication for and by TOC for Education Practitioners

April 28, 2000

CONTENTS

            ELEMENTARY/SECONDARY TACTS

                  (1)     Diary of a Newbie: PrT and Remedial Math, Wong Siew Shan

                        (2)     Scenarios for Classroom Practice, Denise Meyer

            CONNECTIONS

                  (3)     4th Annual TOC for Education International Conference

            QUOTE

                  (4)     Tim Quinn

            EDITORS’ NOTE

                  (5)     Kay Buckner-Seal and Cheryl Edwards

 

ELEMENTARY/SECONDARY TACTS

(1)      Diary of a Newbie in TACT Block: PrT and Remedial Math

Wong Siew Shan, Vice-Principal, Jing Shan Primary School, Singapore

 

3.3.2000

      Today I used the PrT in a totally different way with my P6 Remedial Math group.  I will only be able to tell if what I did today would reap any tangible results next Tuesday, 7.3.2000. 

      I planned to teach my pupils how to construct triangles, given the lengths of all 3 sides of the triangle OR the lengths of 2 sides of a triangle and the angle where both these lines meet at a point.  Ten minutes before the end of the lesson, I asked the pupils to construct a triangle ABC with sides AB=6 cm., BC=7 cm. and angle ABC=60 degrees.  Of course I knew they would not be able to do it.  That was exactly what I wanted them to tell me. And tell me they did! 

“Why, what are your problems?”  I asked.  And as they told me why they could not construct the triangle for me, I put those down as obstacles first.  After that, I asked them how we could overcome those obstacles.  Below was the very simple PrT we came up with:

 

The Target of Our Activity:  We can construct a triangle given the lengths of 2 sides of a triangle and the angle between them.

 

Obstacles:

Nobody has a compass.

 

Nobody has a protractor.

 

Some don’t have rulers.

 

We don’t know how to do it.

 

Intermediate Objectives:

Everyone has a compass.

 

Everyone has a protractor.

 

All have rulers.

 

We learn how to do it.

Mrs. Wong teaches us how to do it.

 

      After that, I said, “Since we need a lot of instruments that we do not have today, I guess we have to keep this activity for my next lesson with you.  So, can you tell me what everyone needs to bring for our lesson on Tuesday next week?”  They rattled off all that they needed to bring.

      “Thank you,” I said, “I am sure we would not face all these obstacles in the next lesson because you all know exactly what to bring to overcome all these obstacles, right?

 

      A few days later I waited anxiously for 1.30 PM for my Remedial Math Lesson with the P6 pupils.  What would be the outcome of the PrT done with the pupils last Thursday?  I started the lesson with these words, “Today we shall learn how to construct triangles.  Will there be any obstacles for us today?”  No answer to that! The silence was deafening.  “Is there anyone who did not bring the things that you promised to bring last Friday?”  Still no answer!  Maybe they did not understand me.  So I asked a direct question, “Did you all bring your compasses, protractors and rulers for our lesson today?”

      “Yes!” 

      I thought I heard everyone answering.  Just to confirm, I asked all of them to put their instruments on the table before I began my lesson.  To my amazement, all 21 of my pupils either had the 3 instruments they promised to bring or they had more than that… their entire instrument box!

      That was too good to be true.  I have never had the entire class bringing all they were required to bring… definitely not this class of pupils.  So, what caused this “miracle”?  I have a strong feeling it was the PrT.  That was the only new variable in the equation— I am sure their memories could not have improved over night!  With every pupil having their own instruments, we had quite a fruitful session constructing triangles.  That was the second successful outcome of the PrT.

(2)            Scenarios for Classroom Practice

By Denise Meyer, Los Angeles, CA. USA

 

“The following are the "simple" day to day conflicts according to middle school students.  What a commentary on our society.  How important is our work!” —Denise

 

Editor’s Note: The following are clouds for the two scenarios we published in TACTics 4/14/00 (www.nwfl.net/suerken/toc).  Did you notice that these scenarios presented a greater level of complication than scenarios 1 and 2?

 

Scenario 3—

I have a friend, he’s a guy but only a friend.  Yesterday he put his hand on me in a way that made me uncomfortable.  I want to tell him not to do that again.  I’m not sure what to say to him.  I don’t really want to lose his friendship but I also don’t want to be disrespected.

            External (between the girl and the boy)

                A:        Be friends

                B:        Be respected

                D:        Not have my friend touch me

                C:        Be comfortable with each other

                D’:        Be able to touch my friend

        Internal (the girl)

                A:        Stay friends

                B:        Be respected

                D:        Tell him not to touch me

                C:        Not offend him

                D’:        Don’t tell him not to touch me

 

Scenario 4—

I got angry when Joe took my notebook without asking.  I ran after him and got it back.  A teacher saw me, but she only saw me running after him.  I got in trouble for chasing him around and bumping into someone.  The teacher wouldn’t listen to my explanation.

                                A:        Good class

                B:        Be treated fairly

                D:        Teacher must listen to my explanation

                C:        Consistency in punishing students who break rules

                D’:        Not listen to explanation-treat all rule breakers the same

CONNECTIONS

(3)     4th Annual TOC for Education International Conference

Sheraton Ambassador Hotel

Monterrey, Mexico

August 9-12, 2000

Lodging: (*Room rates are based on single OR  double occupancy.)

Classic room—            $86(+tax)            For more than two people to a room, there is a $15.00 charge for each extra person.

Executive room—        $116(+tax)            For more than two people to a room there is a $25.00 charge for each extra person.

 

Registration for conference rates must be made before July 25.  After this date, rooms will be released and on a space available basis.  Make reservations directly with the hotel by identifying yourself as a member of TOC for Education.

           

            To make reservations from:

                Mexico — (direct to the hotel):            1.800.832.8400 

                        USA & Canada— (central reservation):            1.800.325.3535

            Nations outside of North America—(switchboard):            1.528.380.7000

(4)      QUOTE

“When someone is fixated at one level, their needs are not met.  They will either do one of two things: drop out or act out.” —Tim Quinn

(4)      EDITORS’ NOTE

We thank Denise Meyer for her contribution: Scenarios for Classroom Practice, (TACTics, 4/7, 4/14).  They can be used as springboards for identifying conflicts, constructing clouds, and/or surfacing needs and assumptions.  If you decide to use them in your classroom, we hope that you will share the results in a future issue of TACTics.  

 

To our entire TOCFE Family, please continue to share so that we all may maintain our POOGI. 

 

Send HYPERLINK to:

            bucknek@resa.net

            redwards@sault.com  NEW E-MAIL ADDRESS!

           

Send mail to:

            Cheryl A. Edwards

            2253 S. Hill Island Road

            Cedarville, MI 49719 USA