My son struggles with algebra. Eventually he gets it, but it takes time to work through the mistakes.
When I was a student, math was an easy chew and swallow which tasted delicious. The music-math connection helped, but I just adored the order and tidiness of equal signs. So now, when my student has muffed a problem, I have the capacity to whiz through it on the board and get to the answer in double quick time. This does not impress him. It presses him down.
The frustration level got so high a year ago February that I decided to change from 1 lesson of algebra/day to 1 hour/day. By eliminating the “rush” factor, we could concentrate on comprehension. It was a good temporary tactic which I, by default, gave permanent status. We are back to a lesson/day with a goal of mastery and completion by the end of June.
As rudimentary as that is, I have missed the mark. Self-centered thoughts intrude: “Oh, I can do this; why can’t he?” I want to eradicate the little girl with her hand waving in the air, Miss Smarty Pants, wanting recognition and validation. Grow up. It’s not about me.
What does it take to be a good teacher? It takes patient observation, careful analysis, and well-devised corrective measures; it requires focus on the the student’s progress and improvement. A good pitching coach doesn’t have to throw 90 mph fastballs: he must be a good diagnostician. My son and I are working together to improve his work. As his scores and speed improve, confidence will propel attitude. He has read this post and permitted me to discuss it publicly. Thanks, dude!
Finally, here are two things I learned about teaching math in 1994, my first year of home schooling.
2. Immediate feedback is essential.






