On Halloween night in Minnesota, it wasn’t quite a ghost returning from the dead, but the next closest thing. From a hoops standpoint anyway.
Former Bull Derrick Rose is the Chicago kid who went from Englewood to MVP, but now he’s a grizzled veteran whose best days are behind him. Injuries robbed him of his prime years. Then:
That’s not the kid that all my female students swooned over back in the early 2010s. He’s got a different role to play now. He knows it too:
“A lot of young guys on this team, my job is to be the veteran, to lead by example.”
Probably not the words he expected to say during a tearful post-game interview at this point in his career, but there it is.
It’s pre-service teacher season in my building. I’m hosting a Valparaiso University student, who comes from an education family and actually graduated from my high school alma mater. So we had quite a lot to talk about when we first met. He’s pretty well versed in the current issues around education, both from a “teaching and learning” standpoint, and also from those regarding how the business of school is regulated.
But on the handful of days that he’s in my classroom, we’re there to get him some observation time and some reps teaching actual classes to actual students. We kicked things off with Mr. L leading the end of class “check for understanding” after the work time on our practice set in a flipped classroom.
That went well, so we moved on to running a full class bell-to-bell. It so happened that the lesson was built around a Desmos activity. We’d already talked philosophy and teaching styles, and he’s seen my twitter, so Mr. L was pretty familiar with the tools I use in class. Now it was his turn to take AB out for a spin.
I sent him the link to the activity I had planned for the day so he could look it over and see what my students would see. He gave them a quick tutorial on graphing and transforming radical functions and then let it fly.
It went well:
Really well, actually:
I have no idea if he’ll jump on the Desmos bandwagon as a student teacher and beyond. I hope so. I do know that he got a chance to see first-hand how a well put-together Desmos activity makes student thinking & learning visible, and how it lets students engage with math in ways that were impossible when I started teaching. But he’s got to decide that for himself.
My one student teacher from back 6 or 7 years ago is my colleague at my current school now. She’s her own teacher, which is right. I had to smile at a planning meeting early this year when the department was talking a shift towards standards-based grading for Algebra 1, and she was able to jump right into the conversation because we had done SBG together during her student teaching year. Our department chair was suitably impressed. The best part though was that Mrs. S was able to take what she learned as a student teacher, and all her experience as a licensed teacher in a variety of school settings, and make herself into the outstanding math teacher she is right now.
I’ve shared out what I’ve learned so far at a couple of local conferences (part of the IDOE’s Summer of e-Learning series) the last two years, but I’m under no delusions of grandeur. I’m never gonna write a teacher book. I’ll never be “internet famous”. I won’t ever be the teacher that my principal sends other teachers to watch. Which, at this point in my career, and in my life, is fine. I’ve got a role to play. Pretty much my job is to teach kids, and when given the opportunity, to help a new teacher along the way.
I’m fine with being a nameless, faceless cog in the wheel. Doing my part for teachers and students down the line who will never know my name, or care even if they did. “Flying under the radar” so to speak.
And who knows. Maybe I still have a 50-point game in me still.