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Out on Good Behavior: Teaching math while looking over your shoulder
"Tell the administration what they want to hear, then do what is best for your students."
That's advice Barry Garelick tries to follow in the process of becoming a fully credentialed teacher which entails being monitored by two mentors.
As the Mark Twain of education writing, Garelick presents this collection of essays which chronicle his experiences at two schools, teaching math.
With essays such as, "Not Making Sense, and a Conversation I Never Had; "Math Talk", Stalin's Hemorrhoids and Murder of Crows", Garelick gives the reader a verite-style glimpse into the daily routines of math teaching and exposes a lot of the nonsense that teachers are advised to follow, and which they feel guilty about when they don't.
Says Mr. Garelick: "It's doubtful this book will ever become required reading in schools of education, which is all the more reason why you should read it."
"Should be required reading for all prospective math teachers:" Dylan Wiliam
"Smart and funny." Doug Lemov, author of "Teach Like a Champion"
That's advice Barry Garelick tries to follow in the process of becoming a fully credentialed teacher which entails being monitored by two mentors.
As the Mark Twain of education writing, Garelick presents this collection of essays which chronicle his experiences at two schools, teaching math.
With essays such as, "Not Making Sense, and a Conversation I Never Had; "Math Talk", Stalin's Hemorrhoids and Murder of Crows", Garelick gives the reader a verite-style glimpse into the daily routines of math teaching and exposes a lot of the nonsense that teachers are advised to follow, and which they feel guilty about when they don't.
Says Mr. Garelick: "It's doubtful this book will ever become required reading in schools of education, which is all the more reason why you should read it."
"Should be required reading for all prospective math teachers:" Dylan Wiliam
"Smart and funny." Doug Lemov, author of "Teach Like a Champion"
- GenresEducation
96 pages, Paperback
Published January 26, 2021
4 people are currently reading
51 people want to read
About the author
Barry Garelick
9 books11 followersAdvocate for better math education. Majored in math at U of Michigan. Had career in environment (air quality) and retired from US EPA in 2011. Obtained teaching credential for math and taught 7th and 8th grade math, until 2021.
He has published articles on math education in online Atlantic, Education News, Education Next, Educational Leadership and Non-Partisan Education Review.
He has published articles on math education in online Atlantic, Education News, Education Next, Educational Leadership and Non-Partisan Education Review.
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Displaying 1 - 7 of 7 reviews
May 17, 2021
Once again, Barry reminds us of the damaging philosophy of mathematics education promulgated by colleges of education across the country and what to do about it. In short, let a lot of stuff pass while pleasantly pointing out more effective alternatives, namely, traditionally teaching traditional mathematics. To be very concrete, the cover of the book is a replication of a still popular first year algebra book, the first edition of Mary Dolciani’s Modern Algebra: Structure and Method from Houghton that came out in 1962. Although it came out in the middle of the New Math era, it picked up just enough of the important essence without following the fanatics whose efforts toward excessive formalization were gone before the end of that decade.
Now the problem is the systemic misunderstanding of the nature of mathematics understanding engendered by the dramatic growth in mathematics education taught by schools of education (with notoriously weak mathematics preparation) instead of within departments of mathematics. In spite of the widespread and widely endorsed idea, Children’s abilities to verbalize about their mathematical efforts do not represent mathematical understanding nearly as well as clearly presented step-by-step solutions of (often artificially contrived) word problems from mathematical description - with careful sketches, if appropriate - to the interpretation of mathematical answers back to the original verbal setting. Very few explanatory words are necessary or even helpful; the presentation speaks for itself. A recent immigrant with the weakest English skills may demonstrate the best mathematics understanding in the class.
In this short book, Barry gives us 20 vignettes of his days teaching and interactions with his “Parole Officer”, two actually, who were overseeing his work for the final stage of the California’s Single Subjects-Mathematics credential. The success of that effort is the tongue-in-cheek source of the book’s title. With an undergraduate degree, his mathematical background was much stronger than either supervisor (one was a biology teacher - the other, lower elementary) as well as the leader of a mercifully abbreviated Professional Development sequence of sessions. Being a natural writer as well as an insightful mathematics teacher, the book is a delightful addition to his earlier works.
Wayne Bishop, PhD
Prof. of Mathematics Emeritus
California State University LA
Now the problem is the systemic misunderstanding of the nature of mathematics understanding engendered by the dramatic growth in mathematics education taught by schools of education (with notoriously weak mathematics preparation) instead of within departments of mathematics. In spite of the widespread and widely endorsed idea, Children’s abilities to verbalize about their mathematical efforts do not represent mathematical understanding nearly as well as clearly presented step-by-step solutions of (often artificially contrived) word problems from mathematical description - with careful sketches, if appropriate - to the interpretation of mathematical answers back to the original verbal setting. Very few explanatory words are necessary or even helpful; the presentation speaks for itself. A recent immigrant with the weakest English skills may demonstrate the best mathematics understanding in the class.
In this short book, Barry gives us 20 vignettes of his days teaching and interactions with his “Parole Officer”, two actually, who were overseeing his work for the final stage of the California’s Single Subjects-Mathematics credential. The success of that effort is the tongue-in-cheek source of the book’s title. With an undergraduate degree, his mathematical background was much stronger than either supervisor (one was a biology teacher - the other, lower elementary) as well as the leader of a mercifully abbreviated Professional Development sequence of sessions. Being a natural writer as well as an insightful mathematics teacher, the book is a delightful addition to his earlier works.
Wayne Bishop, PhD
Prof. of Mathematics Emeritus
California State University LA
October 22, 2021
A fantastic read. One of the few honest books about education that doesn’t tell readers what we *think* we want to hear but instead the hard truth of what is on the ground. Much of this wisdom assuredly comes from years of real-world experience: advantage second career teachers.
It’s also seriously one of the funniest—in a meaningful way—books I’ve read in some time. Not just for math teachers!
It’s also seriously one of the funniest—in a meaningful way—books I’ve read in some time. Not just for math teachers!
November 26, 2021
Garelick nails it when it comes to teaching math in the school system and the many gods one must give homage to, usually at the expense of the students. His essays underscore just how backward and unimaginative the system's ideas are about what constitutes good teaching. And the end result? The teacher who is compassionate, reflective, innovative and knows his subject matter is let go the so that an indoctrinated teacher (and in this case-- not a math teacher) can take over. Sorry to report but the educational system seems more comfortable with obedient and mediocre as opposed to creative and good.
April 27, 2021
Barry Garelick has written an inside account of teaching in the shadow of educational fads that never grow old: teachers sidelined while the most capable students teach their peers in groups, premature assignment of advanced problems to force student "struggle"; teacher refusal to answer questions or provide help.
Charming, funny, and a little sad.
Mr. Garelick is the middle school math teacher we need for our children.
Charming, funny, and a little sad.
Mr. Garelick is the middle school math teacher we need for our children.
December 30, 2021
This book is fantastic. Every teacher should read this book and consider what the author has to say.
May 29, 2021
"Out on Good Behavior: Teaching math while looking over your shoulder," by second-career middle-school math teacher Barry Garelick, both infuriates me and gives me hope. This is Garelick's fourth book about his journey to becoming an effective math teacher out of his love of math, appreciation of traditional AND effective math education, and somewhat out of necessity. I would categorize his authorship of four books, however, as a sense of duty.
This is a quick and enjoyable read that any school teacher, leader, or school board member should check out. It has some laugh-out-loud moments as Garelick recounts some of his many memorable student anecdotes and quotes. Garelick's writing style is enjoyable, conversational and engaging. He has a great sense and the right mix of humor, irony, and sarcasm, which I really appreciate. Yet, he's seriously on-point in his observations.
This book focuses on the first few years of Garelick's new career as a math teacher. Specifically, he covers many of his experiences during the two year "parole" period right after becoming a teacher, when new teachers are observed and coached by an assigned mentor. Garelick readily admits how he achieved (and still achieves?) the advice given to him by a fellow teacher: “Tell the administration what they want to hear, then do what is best for your students.”
The world of math education - and probably all subjects' education, but I only have delved into the domain of math - is rife with buzzwords and impressive sounding lingo. Garelick sees right through and questions these supposed "ideas," most of which are hollow consultant-speak ruses that are more effective at selling curriculums and textbooks to naive and virtue-signalling school boards and administrators.
As a math-loving parent with an M.S. in Computer Science and a minor in Electrical Engineering, I am no dummy when it comes to math. Neither is Garelick, whose first career was in environmental science. We both could see through the word salad edu-fads quoted back to us by those who influence and make decisions about our children's math education, including “growth mindset,” “grit,” “critical thinking,” “21st century skills,” “collaboration,” “creativity,” "nuance," "productive struggle," "intentionality," "instructional shifts," “open-ended questions are better than problems with one right answer,” and "disdain for teaching by telling, desks in rows, teacher at the front, and direct instruction." And let's not forget, the dreaded "ROTE" memorization!
Garelick writes, "Younger teachers have been taught in ed school to accept as valid many of the edu-fads and buzzwords. Older teachers somewhat buy into it but have enough experience that, in the end, allows them to do things like teach at the front of the room using explicit and direct instruction and answering students’ questions directly. I have been fortunate enough to work in schools where I’ve been given the autonomy to teach as I wish. I recognize, however, that there are teachers who are not allowed to do so and must conform to mandated practices with which they disagree and that are ineffective. It is to these teachers that this book is especially dedicated."
Garelick is not some antiquated closed-minded neanderthal opposed to new ideas. He is a wise and passionate educator who realizes there must be substance to ideas which translates to results. While the education industry continues to play whack-a-mole, continually changing methods and approaches to teaching in order to ostensibly "level the playing field" so that "all students are math students," Garelick knows what works and what doesn't, and has found ways to see through the nonsense, strategically "adapt" versus blindly "adopt" new concepts, but otherwise has been successful in "telling them what they want to hear" while his students go about the business of learning math.
Back to my opening sentence about this book. This book infuriates me because it reminds me of all the times I heard school board members and leaders in my school district parrot back talking points of math "curriculum" vendors such as Mathematics Vision Project and whack-a-mole math fad-ed prophets and peddlers, while talking down to parents legitimately questioning why their children were failing in math. Then when challenged on their assertions made as matters-of-fact, they either quote out-of-context statistically irrelevant data, change the subject, or go silent. Keep in mind, this is the same camp of math education "innovators" who are driving the "2+2=5" movement and the movements to remove accelerated math from middle-school. No thank you. This book gives me hope because there are people like Barry Garelick and the many astute math teachers in my school district who see through the buzzwords and hype, and instead do what's best for their students: teach them using what works best.
This is a quick and enjoyable read that any school teacher, leader, or school board member should check out. It has some laugh-out-loud moments as Garelick recounts some of his many memorable student anecdotes and quotes. Garelick's writing style is enjoyable, conversational and engaging. He has a great sense and the right mix of humor, irony, and sarcasm, which I really appreciate. Yet, he's seriously on-point in his observations.
This book focuses on the first few years of Garelick's new career as a math teacher. Specifically, he covers many of his experiences during the two year "parole" period right after becoming a teacher, when new teachers are observed and coached by an assigned mentor. Garelick readily admits how he achieved (and still achieves?) the advice given to him by a fellow teacher: “Tell the administration what they want to hear, then do what is best for your students.”
The world of math education - and probably all subjects' education, but I only have delved into the domain of math - is rife with buzzwords and impressive sounding lingo. Garelick sees right through and questions these supposed "ideas," most of which are hollow consultant-speak ruses that are more effective at selling curriculums and textbooks to naive and virtue-signalling school boards and administrators.
As a math-loving parent with an M.S. in Computer Science and a minor in Electrical Engineering, I am no dummy when it comes to math. Neither is Garelick, whose first career was in environmental science. We both could see through the word salad edu-fads quoted back to us by those who influence and make decisions about our children's math education, including “growth mindset,” “grit,” “critical thinking,” “21st century skills,” “collaboration,” “creativity,” "nuance," "productive struggle," "intentionality," "instructional shifts," “open-ended questions are better than problems with one right answer,” and "disdain for teaching by telling, desks in rows, teacher at the front, and direct instruction." And let's not forget, the dreaded "ROTE" memorization!
Garelick writes, "Younger teachers have been taught in ed school to accept as valid many of the edu-fads and buzzwords. Older teachers somewhat buy into it but have enough experience that, in the end, allows them to do things like teach at the front of the room using explicit and direct instruction and answering students’ questions directly. I have been fortunate enough to work in schools where I’ve been given the autonomy to teach as I wish. I recognize, however, that there are teachers who are not allowed to do so and must conform to mandated practices with which they disagree and that are ineffective. It is to these teachers that this book is especially dedicated."
Garelick is not some antiquated closed-minded neanderthal opposed to new ideas. He is a wise and passionate educator who realizes there must be substance to ideas which translates to results. While the education industry continues to play whack-a-mole, continually changing methods and approaches to teaching in order to ostensibly "level the playing field" so that "all students are math students," Garelick knows what works and what doesn't, and has found ways to see through the nonsense, strategically "adapt" versus blindly "adopt" new concepts, but otherwise has been successful in "telling them what they want to hear" while his students go about the business of learning math.
Back to my opening sentence about this book. This book infuriates me because it reminds me of all the times I heard school board members and leaders in my school district parrot back talking points of math "curriculum" vendors such as Mathematics Vision Project and whack-a-mole math fad-ed prophets and peddlers, while talking down to parents legitimately questioning why their children were failing in math. Then when challenged on their assertions made as matters-of-fact, they either quote out-of-context statistically irrelevant data, change the subject, or go silent. Keep in mind, this is the same camp of math education "innovators" who are driving the "2+2=5" movement and the movements to remove accelerated math from middle-school. No thank you. This book gives me hope because there are people like Barry Garelick and the many astute math teachers in my school district who see through the buzzwords and hype, and instead do what's best for their students: teach them using what works best.
June 4, 2024
I'm really enjoying this author's traditional and positive take on mathematician in middle school. This book is short and sweet-- less than a 100 pages, but I found it very useful and enjoyable.
Displaying 1 - 7 of 7 reviews