Reflections On A Year of Teaching

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(At the end of each year, in the urban public high school where I taught mathematics for more than a decade and a half,  we would write our reflections concerning what happened that past year. We always felt stressed out writing these essays, because it came at such a busy time: final papers and tests to grade, graduations to prepare, parents to meet, classrooms to clean; but, in the end, when the entire staff got together in one big circle, and each read his or her reflection to the rest of the staff, it was one of the most powerful, affirming things about the job. When a new principal ended this ritual in the interest of time, I knew the school was headed  downwards . . . Here’s one of those reflections. Looking back, it makes me smile at the guy who took so long to figure out the basics . . .)

 Jack’s Reflection 2003

After several recent rocky years of teaching, including taking a year off because I was so mentally deranged, I’ve come to my best, least stressful, and favorite year of teaching in a career of teaching in many different kinds of situations. I’m not sure I understand why this is. Some of the reasons lie outside of myself and were the result of happy chance: the advisory full of nice warm students, or the classes with the right mix of superstars and struggling but striving students. So, I think I’ve been lucky this year. But I also think there are reasons that lie within me, and perhaps, if I were able to articulate what those reasons are, I can continue to make things better for myself and perhaps pass on some ideas.

Something changed inside me this year: I made a few conscious decisions and a few less conscious decisions, which I have been trying to understand for myself.  I’ll attempt to lay out some of what I think I’ve figured out this year.

First the conscious decisions: I learned from Kathy [my math teaching partner] that 80% of this job, in this school, with this student population, is selling and cheerleading. I used to think this was beneath me, and besides I probably wouldn’t be very good at it. It turns out I’m pretty good at it, and it does make a difference, a huge difference, in student involvement and engagement. When planning a lesson now I spend three quarters of my time asking myself “How am I going to first engage these students in front of me in the lesson of the day? What’s the hook—what can I do to make them want to hear the story I’m about to tell?” At this point in my teaching career I don’t worry much about the rest of the lesson, I’ve been doing this a long time and it comes out automatically. But if I’ve figured out what the grabber is, then the lesson generally goes well.

The second conscious decision I made was to have fun. It became clear to me if I was bored by a lesson, or if I dreaded teaching a lesson then my students must really be bored. So, if I work to entertain myself, I’ll be entertaining the students too and create a better atmosphere in the class.

These two decisions I realize now were a groping to what I now realize is the basic principle that in teaching and learning everything depends on the student and teacher being in the correct relationship with each other in the correct environment. Gordon [our meditation–sitting History teacher] would say this is a Buddhist realization. This environment is the emotional tone of the relationship, and without a correct emotional tone very little is possible. It is the teacher’s job, perhaps the most important part of the job, to help create that tone.

The key to creating this environment is a basic principle that I was not able to verbalize until I listened to Laura [science teacher] at the Christmas party. She told me how her mentor was giving her feed back on her teaching. Her mentor told her a very interesting thing: you’re a very good teacher and have loads of promise, but your problem right now is that you love your subject too much. More specifically, you love your subject more than you love your students.

As soon as Laura said this to me, a bell went off inside me. This is what I was trying to express to myself, this is the understanding that I had been working toward. Love your subject, yes, but love your students more. This brought to mind two things that I had heard around the same time from Keri [a ninth-grade math teacher] and Harry [a ninth-grade English teacher.] Keri said that it was sometimes more important that her students knew she cared about them than that they knew how to find the slope of a line. In fact, it was that knowledge of caring that allowed them to want to find the slope of a line. And then at a different time, Harry said that in some sense our job is to find something to like even in the most unlikeable student.

So it all begins with the personal relationship with the individual student. Even when we get angry with a student we need to reassure them that we like them, that we’re still there for them. I watched Amy [the school social worker] work with some of our toughest students, and was always amazed with the trust with which they would respond to her. And I noticed that even when she had the harshest things to say to a student she always did it with a smile. Now this is because she’s a nice person but this can work even with those of us like me who aren’t so nice. So, now I smile when a kid makes me mad and I learn to pick my battles. It’s just a simple fact: anger is not a very efficient way of maintaining communication with a student. So now I smile and smile. You can get away with anything.

This semester I tried consciously to actively communicate to each student that I am more interested in them as full, interesting, lively human beings than as receptacles for learning my subject. I purposely ask students in my class on the side how they’re doing in their other subjects, and how their parents are doing. In a sense, I’m trying to say to them I see you. At the same time, I think it is important for students to see me too—and I try to show them that there are other sides of myself than just the teacher. It’s important for teenagers to know that you don’t have to give up your individuality to become successful in the world of adult work.

I guess it sounds like I haven’t talked much about actual teaching. I mean what does this all have to do with students learning the quadratic formula? Don’t kids just need to buckle down more and do more work and improve their skills and get smarter? Yes, of course. But what I am suggesting here is that our students are already pretty smart. What’s stopping them from learning is often not an academic issue but a social issue.

Rereading this I realize that this is getting pretty serious and I don’t mean for it to sound like a term paper but I just want to throw out a few more ideas:

1) The most successful people as adults were not necessarily A students in school. Keep this in mind before you get too exasperated with any particular teenager.

2) It helps to have a realistic definition of success and failure in this job: if a student goes from an F to a D, or a D to a C, that’s a success! Congratulations! Because a student didn’t move from an F to an A, doesn’t mean you’re a failure.

3) Students consistently rate the most important quality of a teacher as fairness. Keeping your records straight and giving students frequent feedback as to how they’re doing really helps create trust.

4) For God’s sake, make it interesting for yourself. Use your power in interesting ways.

Monkey King

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Character from Peking Opera

Union Square, Manhattan, NY

If The Sky That We Look Upon Should Tumble And Fall

Ben E. King, who was lead singer for The Drifters and then broke out on his own with the lilting sound of the charming “Spanish Harlem,” died last week.

Here he is singing one of his most popular songs.

You may recognize the two gentleman on guitar and drums, Mr. Clapton and Mr. Collins. Click on the grey triangle above to stand with Ben E. King this Monday morning.

Bob’s Bammo Bible: The Bammo Ten Card Deal Dossier

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Those familiar with the Jewish Passover Haggadah will be familiar with the invocation of the ritual word “Dayenu,” meaning “It would have been enough.” The Bammo Ten Card Deal Dossier inspires hosannas along a similar line:

If he had given us the Bruce Elliott Phoenix write-up, but not the Harry Lorayne routine; Dayenu! It would have been enough.

If he had given us the Harry Lorayne Routine, but not the Stewart James spelling idea; Dayenu! It would have been enough.

If he had given us the Stewart James spelling idea, but not the Paul Curry “Cider!” innovation; Dayenu! It would have been enough.

If he had given us the Paul Curry “Cider!” innovation, but not the Bruce Bernstein Psyche Out routine; Dayenu! It would have been enough.

And so on.

Fortunately, Bob Farmer, the entertaining Canadian magic creator, writer, and all around flim-flam man has given us all of the above, and more, in his new treatise on the Ten Card Deal, The Bammo Ten Card Deal Dossier.

The Ten Card Deal is the classic card effect which, in its most basic form, has the performer deal out two hands of poker; and yet despite the spectator having all kinds of choices in the distribution of the cards, the performer repeatedly wins.

The method behind the trick is devastatingly simple, and its very simplicity has inspired literally scores of devilish variations. Farmer, while disavowing that he is trying to document every version, has collected and described in his book dozens of the best variations, so that only the most churlish could dispute the word encyclopedic. If you have any intention of performing a gambling routine, you would be foolish to pass this book up—even if you are familiar with the original version of the trick.

The key problem in a book like this is how to organize the material. If it indeed is to be, intentionally, an encyclopedia, then the key is consistency: find an organizing principle and stick to it. That could mean alphabetically or chronologically, for example. But the Farmer book is organized about a much happier principle than an encyclopedia. In my opinion, its guidepost is readability. The chapter headings are grouped more by methodological considerations than anything else, and while this often coincides with the historical chronology, sometimes it doesn’t. The book begins with an overview of the history of the effect and the various stratagems employed, and then gets down to the individual routines. The book in many ways reminds me of another book solely devoted to one classic magic effect, Switch, Jon Lovick’s treatise on the Bill Switch. Both are comprehensive, intelligent, but above all, useful readable guides to a great effect.

Oh, and funny, too. The copyright page reads: “Thieves will be tracked down and torn apart by packs of pit bulls that have been starved for days, given the offender’s scent and told, “It was this man who took your mother away.” And each chapter begins with a quotable quote such as “I became a policeman, because I wanted to be in a business where the customer is always wrong.”

Like Switch, the writing and descriptions are so clear, and the material so clever and compelling, that one can almost read through the book straight through rather than just dip in and out of, as you would most reference books. Again, because Farmer has not restricted himself too strictly to any one organizing scheme, he is able to connect one effect to another in a loose, associative way which makes for more enjoyable reading. My only quibble would be that I think all the gaffed-card versions should be separate from the ungaffed versions, but that is a matter of taste.

So let’s get down to the routines themselves. For me, the strongest routines are just that—routines. It seems to me, that an important aspect of the effect of the Ten Card Deal is the fact that the magician repeatedly keeps winning, despite increasingly more difficult conditions. Though there are quite a few descriptions of variations here that have only one phase, I think those are much less successful, no matter how clever the method or how free the deal appears to be. Because, when it comes down to it, in my opinion, in a two-handed situation the audience’s perception of just one round of poker is that it is a fifty-fifty proposition. Either the performer wins or the performer doesn’t. Either the spec wins or the spec doesn’t. More important than what the odds would actually be, is what the audience feels the odds to be (see ACAAN!). And, again, in my opinion, the payoff for a one phase trick, with procedure to boot, is just not enough.

So early on, we are given Harry Lorayne’s ground-breaking routine. And if Harry Lorayne has given card magic nothing else, it’s the ability to milk all the entertainment value possible from a card trick. Most magicians know the basic principle behind the Ten Card Deal, but the beauty of the reprint of Harry’s routine here is that it gives every nuance, joke, and scripting idea that Harry has applied to this routine over the years. Memorize the script and structure of this routine and not only will you have a killer anytime, anywhere card routine out of the box, but you can use the same structure and script to fashion other variations from the other ideas in this book that might strike your fancy.

Speaking of fancy, my favorite routine in the book is Bruce Bernstein’s five-phase eighteen-card deal called Psyche Out. It is based on Nick Trost’s brilliant observation that with eighteen cards, it is possible to have two alternating nine-card stacks, with the all-important tenth card being a card from the other stack. The beauty of this arrangement is that because the tenth card is always different, there is no pattern for the spectator to discover, and the ensuing procedure can have far greater latitude. Bernstein’s routine has a great dramatic build, and again it is an anytime, anywhere killer. The performer keeps giving the spectator more and more freedom in the choice of the cards to be selected, yet somehow the spectator can never win.

Well I could go on and on, but suffice it to say that the entries  by J. K. Hartman, Alex Elmsley, Jon Racherbaumer, Tomas Blomberg, John Bannon, and Joshua Jay, among others, assure that the reader will have the toolkit to put together a routine that will fit his or her liking.

In the latter half of the book, Bob reprints some of his Flim-Flam columns originally written for Magic Magazine, and he has an extensive section on Blackjack effects. Most of the Blackjack effects are single phase, but Bob suggests some ways to use them as lead-ins for a ten card poker routine, and this might make for a complete gambling act. To round out the book, Farmer has a chapter on packet switches, and a nicely annotated bibliography.

The physical book itself is quite attractive. Published by David Ben’s Magicana, it is in a format similar to The Feints and Temps of Harry Riser book. It’s a 9″ x 11″, sturdily bound 400 page volume, with quality paper. It was edited by Matthew Field and Michael Vance, with useful illustrations by Tony Dunn. There is a last minute one-page addendum tipped in, the addition of another routine with some very good presentation ideas.

The one problem with a book like this is that there are so many great ideas that I wish there were more signposts along the way, saying: Don’t Miss This One! Of course, part of the fun is in the re-reading and finding those nuggets in paragraphs that you’ve read or skipped over before. Read it and learn the Cardperson’s true Bible story of Jonah!

Growing

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Today is this blog’s six-month anniversary. It’s been 180 consecutive days of posts, with over 8700 views.

I knew when I started this that I didn’t want to do it unless it was a daily ritual. I’ve made many new Internet friends since starting this blog, and I want to thank all the kind people who have encouraged me.

I hope you’ve been entertained as much as I’m enjoying writing this blog.

I look forward to tomorrow.

May Day, May Day!

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What better way to celebrate the international day of workers everywhere, May Day, than a salute to a radical marching band?

The Rude Mechanical Orchestra has been a mainstay at New York City demonstrations and protests for years. Nothing perks up a boring demo line-up of speakers like the 30-piece RMO marching band, playing faves such as The Smash-A-Bank Polka or The Internationale. Here is a special Occupy Wall Street rousing rendition of Which Side Are You On. Click on the grey triangle to hear it: