o different subjects, the so called “cross learning” approach. What about integrating math and English through the use of poetry. Now this definitely sounds interesting. What if you could open a lesson by reading a poem on mathematics which teaches a lesson on the subject, or gives some good food for thought? By taking this approach, you’re getting away from the textbook for at least a day and integratiAs a former teacher of high school mathematics, I understand the day-to-day frustrations that any teacher might experience, particularly when trying to teach a subject like mathematics. The first day of class was always interesting. As teacher, I felt like the enemy who was bringing messages of death and despair to the students. I could see in many of their faces how dreaded a subject this truly was. But I would win them over. Yes, one by one I would quench their fear and instill new hope.

If you want to be successful as a teacher—any teacher—you have to refrain from playing the fear trump card. Unfortunately many math teachers do this, thinking that this will set the tone for the year and keep the students in line. This is not the way to go. Remember. You are on difficult turf. Most students despise math because it frustrates the heck out of them. They feel hopeless, lost, and confused most of the time when trying to work through this strange domain of variables, number systems, and word problems. Instilling fear in them will only make the problem worse.

Rather, you need to try alternative learning strategies. Now I know you’ve had this concept rammed down your throats a hundred or more times and I don’t mean to be like another administrator who forgot what it was like to be in the classroom. The truth is you can only lead a horse to water—you know the rest. So what kind of alternative strategies do you try? After all, you’re dealing with teenagers whose racing hormones keep their thoughts grounded on things other than math, English, and social studies.

What about integrating two different subjects, the so called “cross learning” approach. What about integrating math and English through the use of poetry. Now this definitely sounds interesting. What if you could open a lesson by reading a poem on mathematics which teaches a lesson on the subject, or gives some good food for thought? By taking this approach, you’re getting away from the textbook for at least a day and integratin

t I would win them over. Yes, one by one I would quench their fear and instill new hope.

If you want to be successful as a teacher—any teacher—you have to refrain from playing the fear trump card. Unfortunately many math teachers do this, thinking that this will set the tone for the year and keep the students in line. This is not the way to go. Remember. You are on difficult turf. Most students despise math because it frustrates the heck out of them. They feel hopeless, lost, and confused most of the time when trying to work through this strange domain of variables, number systems, and word problems. Instilling fear in them will only make the problem worse.

Rather, you need to try alternative learning strategies. Now I know you’ve had this concept rammed down your throats a hundred or more times and I don’t mean to be like another administrator who forgot what it was like to be in the classroom. The truth is you can only lead a horse to water—you know the rest. So what kind of alternative strategies do you try? After all, you’re dealing with teenagers whose racing hormones keep their thoughts grounded on things other than math, English, and social studies.

What about integrating two different subjects, the so called “cross learning” approach. What about integrating math and English through the use of poetry. Now this definitely sounds interesting. What if you could open a lesson by reading a poem on mathematics which teaches a lesson on the subject, or gives some good food for thought? By taking this approach, you’re getting away from the textbook for at least a day and integrati

despise math because it frustrates the heck out of them. They feel hopeless, lost, and confused most of the time when trying to work through this strange domain of variables, number systems, and word problems. Instilling fear in them will only make the problem worse.

Rather, you need to try alternative learning strategies. Now I know you’ve had this concept rammed down your throats a hundred or more times and I don’t mean to be like another administrator who forgot what it was like to be in the classroom. The truth is you can only lead a horse to water—you know the rest. So what kind of alternative strategies do you try? After all, you’re dealing with teenagers whose racing hormones keep their thoughts grounded on things other than math, English, and social studies.

What about integrating two different subjects, the so called “cross learning” approach. What about integrating math and English through the use of poetry. Now this definitely sounds interesting. What if you could open a lesson by reading a poem on mathematics which teaches a lesson on the subject, or gives some good food for thought? By taking this approach, you’re getting away from the textbook for at least a day and integrati

e times and I don’t mean to be like another administrator who forgot what it was like to be in the classroom. The truth is you can only lead a horse to water—you know the rest. So what kind of alternative strategies do you try? After all, you’re dealing with teenagers whose racing hormones keep their thoughts grounded on things other than math, English, and social studies.

What about integrating two different subjects, the so called “cross learning” approach. What about integrating math and English through the use of poetry. Now this definitely sounds interesting. What if you could open a lesson by reading a poem on mathematics which teaches a lesson on the subject, or gives some good food for thought? By taking this approach, you’re getting away from the textbook for at least a day and integrati

o different subjects, the so called “cross learning” approach. What about integrating math and English through the use of poetry. Now this definitely sounds interesting. What if you could open a lesson by reading a poem on mathematics which teaches a lesson on the subject, or gives some good food for thought? By taking this approach, you’re getting away from the textbook for at least a day and integrating a completely new approach to learning this dreaded subject. Moreover, you’re getting the kids to learn something about reading poetry as well. Could you see the startled expressions on their English teachers’ faces when they find out what’s going on in your math classroom? Now this is an idea that you can take to the bank—the learning bank.

See more at Math Poems