Thursday, September 20, 2007

Math is . . .



I love teaching. I love teaching kids. I love teaching kids math. I love teaching kids math on a high level. Aside from parenting, it is the toughest and most far-reaching jobs that one could ever love.



Math is . . .

· Filled with many wonderful discoveries

· Lends itself nicely to the development of useful habits of mind

· Is not open to arbitration or subjectivity

· Is replete with humanistic tales and historical accounts of mysticism, deceit, and even murder

· Helps one think more analytically and heuristically

· Is useful in its utility in daily activities

· Is a Universal language

· Is the language of Nature, our surroundings, and the Universe

· Is the handmaiden to the sciences

· Is something everyone should learn how to do and appreciate

· Makes one a better person for life

· Doesn’t require the use of a calculator

· May be used outside of a math classroom

· Improves performance in all other academic areas

· Should be practiced and reflected upon daily

· Power

· A beneficial skill that never leaves you

· NOT just a bunch of dry rules and equation

· Not just about “finding x.”

· Not a four-letter word, in a certain sense.

· Not about just what is going to be on the test

· Not just another class to go to

· Not the primary source of income for the Sylvan Learning Center (well, maybe it is)

And finally . . .

· FUN!!!!!!!!!!!!!!!!

Now, If I can only convince my math students!!!!!!!!!!

Wednesday, September 19, 2007

Fire Up Blue, Fire Up

Now into the fourth week of school, I have already seen some of the energy of the new year fade from some students. Many are already falling back into old patterns and habits that aren't necessarily good ones. Most noticeably is the diminishing enthusiasm for learning new skills and developing newer, more salutary habits. Watching all this happen before my eyes, I was reminded of a speech I gave two years ago as the keynote speaker at our school's National Honor Society Induction. See if it fires YOU up.

NHS Induction Speech

January 30, 2006

**A special thanks to the 2006 NHS officers for selecting me as their speaker. Also, a special thanks to Mrs. Cary Gray for setting the standard of a faculty sponsor and for putting on a fabulous ceremony.

Here it is . . . . . . . . . Please . . . . don't laugh at me.


Introduction by Rachel Thebeau (Madaam President of NHS):

Our guest speaker tonight is a man who still looks around for his father when addressed as, “Mr. Korpi.” He is a 1992 graduate of this very high school, who liked it here so much, he decided to come back to stay. It’s our math club sponsor, our UIL “mathlete” coach, and the math teacher of many students here tonight. It’s Mr. Kevin Korpi, son of Wayne!

Speech:

(Tapes an odd math symbol to the front of the podium, "I have a prop," he reassures the crowd, as they laugh at his inability to locate the front of the podium . ..)

The equations reads: Su = (Sc + Le + Se + Ch)x

Which stands for "Success equals Scholarship plus Leadership plus Service plus Character all times x."

Thank you, Rachel for that introduction. Very nice distinction between me and my father. Sitting there, I was starting to think it was a remarkable coincidence that he was going to be speaking here tonight, too!!!

So, good evening ladies, gentlemen, students, and others. ( if you’re out there).

Now some of you are squirming in your seats at the sight of this equation; some of you might even be getting a little excited; some of you just might be getting nauseous. Fear not!! I will explain the equation in front of you, and trust me, there will be no test over it . . . . perhaps only a short quiz, so . .

Let me start by thanking the current members of this prestigious organization for asking me to be the guest speaker here tonight. Aside from the obvious honor of being selected by group of students, to whom I have dedicated my most ardent efforts, it’s a good excuse to get all prettied up and out of the house.

Of course, the reason we are all out of the house tonight it to recognize and congratulate each of the new inductees into the most notable, highly-regarded league of high school students—The National Honor Society, and looking out among you, I can clearly see that each of you are in a very select group. Since I was inducted into the New Braunfels High School Chapter of NHS 15 years ago . . . .(pause) wow, 15 years. Time seems to accelerate as you get older. Pretty soon I’ll BE my dad!! . . .anyway, I believe they have raised the standards for getting in. Back in 1991, among the requirements for induction were to name a few collective nouns, such as “fly-paper,” “garbage-can,” and “vacuum-cleaner.” Let’s see . . . we also had to know that the Declaration of Independence was signed . . . at the bottom. And finally, if my goldfish memory serves me correctly, we had to know how to spell “N-H-S” . . . . . . . (slowly) backwards. –Yep! That kept a lot of people out.

Well, the point is—the bar is definitely higher. Each of you has been carefully selected from a large field of applicants, by a distinguished panel of educators, based on four key characteristics: Scholarship, Leadership, Service, and Character, and I do see many scholars, leaders, servants, and ahh, yes, even some characters among you. But your desire alone to apply to this society means that you are a cut above your peers, that you are a caliber of individual with unlimited potential, great expectations and awesome supportive parents . . . (nodding) square that last one. Good job parents!

But, unfortunately, it also means you have the hapless fortune of listening to me tonight. But, ohh wait. . . There is another perk--It also means you’ll get to wear a cool white cowl at graduation, a fashionable accessory to any full-length gown, which means people will know at a glance of your vast knowledge of important historical U.S. documents and your BACKWARD spelling prowess.

Why if George Washington were here tonight (rub chin), he would not only be noted for his old age, but he would be so proud to see each of you sitting there, embodying the qualities that prepare you for a productive and successful life ahead. And I’d have to say that I’d share his sentiments.

But I don’t want to speak to you tonight about former presidents, but I also know that I can’t use words that I’m used to speaking to a group, such as “don’t forget to simplify your fractions,” or “have you tried rationalization conjugation?”, and “Please wake up, this will be on the test.” Those wouldn’t suffice. So I thought long and hard about something that would be more interesting, rather than boring. Something with more mass-appeal and less mathematical. . . . (pause) but . . . I came up with nothing. So instead I thought I would just stick to topics I know best: Chinese whale frogs, and equations.

As for Chinese whale frogs, well, they are large, rare, imaginary, hopping, mammphibians that dwell in trees in China. Yah. . . . not that motivating! And Equations . . . well they can also sometimes be large . . . and only marginally more motivating—relatively speaking.

So here’s where the math comes in—you knew it was coming. Think of success as an equation (please refer to exhibit “1-a-i”). Every equation has inputs, parameters, and variables, . . . and an equal sign. Now think of the four components of NHS: scholarship, leadership, service, and character: as variables in the equation—add ‘em all up and it will likely equal, “Su,” success. BUT . . .there is another variable in the equation, as you can see. Another multiplier, that will increase each of the four traits by its factor. One that will amplify the effects of the others. Something that will give you different levels of success. It is denoted in the equation as variable “x.” Have a lot of it, increase your chances of success, have zero of it . . . well we all know what multiplying by zero does!! (exaggerated laugh).

Guess what that trait is!! What could x be??? Here’s a hint: it’s not pattern baldness. That should narrow it down.

Well in the interest of time, I’ll just tell you. X equals . . . “Enthusiasm!!!!!!!!!!” That’s ENTHUSIASM for y’all in the back row.

You see, enthusiasm is a powerful trait. It’s the difference maker. As I hope this speech will come to bear, even a simple man, like my father’s son, who is fired with enthusiasm can be more persuasive than a more eloquent man, like George Washington’s father’s son, without it. It is perhaps the greatest asset on Earth, better than power, influence, money, and dare I say, math skills. A person with enthusiasm has nothing to fear in this world—except perhaps those whale frogs. He is bold in his actions, brimming with confidence, and he effuses an infectious spirit around him that can set the world ablaze, even more easily in dry conditions—and by dry I mean lack of leadership, creativity, spontaneity, moisture, etc. . . .

Now, enthusiasm alone can be an asset in the absence of others, but as the equation clearly illustrates, it becomes something else entirely when it is combined with the traits that have brought you here today. Those traits represent power. Enthusiasm is the trait that pulls the switch, unleashing that power. It’s the yeast in the bread that makes the dough rise. It’s the carbonation that causes the fizz in the soda. It’s the flame in the hot-air balloon that makes it go up. It’s the ink in a pen that makes it write. It’s the punch-line in a joke that I’m always lacking. It’s the quality that can prevent you from realizing you’ve made enough analogies and it’s time to move on.

It becomes the life force that drives you onward to greatness and sustains you at the same time. It awakens your senses to possibilities and adds vim, vigor, and vitality to all you do. As my old football coach said more than once, it puts “blood in your eyes and snot in your nose.” Although I never knew why he thought these afflictions were so desirable, I realized in writing this speech that he was talking about tenacious enthusiasm . . , I think.

How about a quote from someone who spoke less allegorically and with less imagery: Dale Carnegie, the pioneer in self-improvement and corporate motivation. He said, (in voice)“Flaming enthusiasm, backed up by horse-sense and persistence, is the quality that most frequently makes for success.” Now, I don’t know if he actually talked like that, but in math terms this is “HS +P is approximately S.” So his equation was a little different from mine and doesn’t fit as nicely around the four pillars of NHS. But according to him, it worked. Notice also that in his equation, success requires enthusiasm . . . and horse sense. Now I know for a fact that each of you has a tremendous advantage over even the most brilliant equine.

So fill your words with encouragement and enthusiasm, any you’ll often find people and circumstances lining up in your favor. Anything will seem possible, when you put your passion, energy, and enthusiasm into everything and anything you do.

Now enthusiasm costs nothing, yet it can help bring to you just about anything you want. People will lend their support and rally around a leader with enthusiasm. Who wouldn’t want such a powerful force . . . for free even. You can’t go wrong with enthusiasm. AND . . . it’s contagious: once you have it, you can infect others. But negativity is also contagious. So who better to infect other people? You! with enthusiasm? Or them!, with ldfjelkejr (make a distasteful sound)? If you get yourself and others around you infected with enthusiasm, you’ll soon have a lot more of it—all for zero dollars and twice as much cents!

So what can you do to get going with enthusiasm?

Drink a Mountain Dew? Do your math homework???

What will it take to get you excited and fired up every day?

Jump out of bed each morning on a pogo stick?????—that seems to do the trick for me . . ., except for the splashing coffee, . . and making holes in the ceiling, . . . AND scuffing up the floor, BUT . . . it may not work all that well for you either.

So, what will it take to get you excited and fired up every day?

I want you to sincerely think about that question, and as you do, your thoughts will give birth to a real and indisputable enthusiasm within you. You see, enthusiasm lives and grows and is felt in your mind, which means, as Mr. Kilford says, you can “fake it ‘til you make it!!” Carry your own sunshine with you wherever you go. Put a smile on your face, a spring in your step, and think big, and don’t be afraid to show some real enthusiasm.

Welcome it into your mind, every day, and soon you will develop the habit of enthusiasm, and it will become part of your character.

You see, this is your life. Anything you do is worth your best efforts and is important enough to invest your commitment, your attention, and . . . (YEP, you guessed it . . . ) YOUR ENTHUSIASM. So don’t just complete the assignment—learn! Don’t just work—achieve! Don’t just glisten—sweat! Don’t just hear—listen. Don’t just sit there—stand and applaud!! (wait ‘til the end please.)

But please don’t just exist—live!! Live with enthusiasm.

Almost done . . .

Now almost anyone over the age of 30 would like to be, in some ways, perhaps in some small, very small way . . . maybe, younger again. I know I would, just ‘cause I think it’d be neat to go back to high school again and have students say, “isn’t it weird that our classmate is our math teacher?” But hey, that’s what REM sleep is for. Seriously though, why would anyone want to be young again?

Think of this multiple choice test question, umm, I mean “quiz” question: “What is one of the primary attributes of youth?

a) Enthusiasm b) Old age c) radioactivity

Now while the ability to glow would be a cool superpower, enthusiasm is a natural characteristic of youth. That means choice A) was the correct answer and would receive full credit. Choices B) and C) were incorrect, and would consequently only receive PARTIAL credit.

Anyway, what I’m getting at is, as we get older, somehow we get the idea or tendency to let go of enthusiasm. But we shouldn’t. We should strive to be enthusiastic throughout our lives, everyday, even when the pressures of reality and the stresses of all our obligations weigh down heavily upon us. Enthusiasm is exactly what we need to carry us through our difficult times; it will push us forward and will add a brilliant neon glow to all we do.—Hey I guess we can have that superpower after all. Imagine that! “Hi! I’m Captain Enthusiasm, and I’m here to help and infect somebody. Need a light?” Wouldn’t that be Cool!

So in closing, I want to encourage each of you to be glowing superheroes in your own life. Remember the “x” factor from the equation (pointing to the equation). Be your best, and your life will be too. Live with integrity, a generous spirit, and a positive enthusiasm, and the world will reflect it all back to you. And remember this bit of wisdom from another famous football coach, Hall of Famer Vince Lombardi: “If you are not fired with enthusiasm, you may find yourself fired . . .with enthusiasm.

Thank you, congratulations again, and have a great, enthusiastic tomorrow!! . . . ohh, and do your math homework.

Tuesday, September 18, 2007

Building Lives

Teaching math is one of the most challenging and rewarding things a capable and able-minded individual can enjoyably endure. Although I really don’t teach math, I do teach kids. And what is mode of my madness? Nothing other than math, or mathematics (as it is know to those who like to sound pompous and pretentious).

So Why did I switch out of Chemical Engineering during my junior year of college, just prior to a lucrative internship with Dow Chemical??? Because I didn’t want to live in Houston, or Springfield, or wherever I was likely to work. I was a graduate of NBHS, as well as my then girlfriend, now wife. I wanted to stay close to home, where I could obtain cheap, quality day care (via grandmas and grandpas) for my family I envisioned. So why math? I had more math credits than any other, chemistry was a close second. To assuage the anger of my parents, and boy, were they upset, I needed to get out of college in 4 years. Math was the only expedient choice that would allow me to sit at the “big people” table at Thanksgiving.

And . . . I didn’t even go into teaching directly out of college. Why. . ., I took my BS in math from UT and I did the obvious: I took a job as a residential construction manager (CM) with a home building company out of San Antonio. The money was great. With a cabinet-making and framing background from college, the learning curve was not that great. I was soon the leading CM in the San Antonio area. But . . . the opportunity came with the great flood of ’98 to go into business for myself, primarily doing flood-damaged remodel jobs. A good friend of mine and I did all the work ourselves. The money belt tightened up. Self-employment was a difficult thing. I gained great respect for the entrepreneurial-minded business man. When it comes to business, I am an infant, and always will be.

I will never forget the day that the cell phone rang, “Dang it!!! Another complaining homeowner or subcontractor!!!”

“Hello (softly and professionally). This is Kevin. Mrs. Birdwell!! My gosh!! I haven’t talked to you since I totally aced your PreAP Precal class my junior year. How have you been? Really? How’s my math? Well, I have a BS in Math, and just between me and you, that’s exactly what some of those upper-level courses were. I mean, the numbers started disappearing and more and more letters took their place. I’m sorry, I went off on a tangent . . . you get it . . . a tangent!!!!! Anyway. You need a Calculus teacher!! Nobody wants the job? Really? Why not? I’d have to think about it . . . . really? Nobody wants it???!!!!!!!!!!!!!!! Well, I’m not certified, only this BS in math thing. OH!! You’ve already talked to the principal and the job is mine if I want it!!! (Pssssssst, “oh no”) Nothing, the air-nailer just mis-fired and now I have a sheetrock repair.

Well, I guess it might be easier managing parents than homeowners, and students might be more responsive than subcontractors, so . . . . . you got yourself a deal. I start in one month? Good, my partner will be overjoyed!!! Post-graduate certification . . . here I come.”

So it was by a fateful, determined act of fate (or a god, or even God) that I ended up where I’m at. And to answer my own naïve, incredulous question from above: 1) Parents are more emotional about their children than their homes and thus harder to “manage,” and 2) Subcontractors are often more responsive than students (because of a little thing called greenbacks).

As it turned out, I took a tremendous pay cut, but I fill richer now than ever, for teaching is the last, greatest, unappreciated profession in the world. To come into class on a daily basis and impart wisdom to a captive audience (mostly, and this must be earned), is the greatest and most awesome responsibility, privilege, and rewarding experience that I can imagine.

Previously, I made homes. But, it was always the people that made the house a home. Now I get to make the house, although they will not be built for awhile.

Monday, September 17, 2007

Set the Bar High

It is a funny thing about life; if you refuse to accept anything but the best, you very often get it!—W. Somerset Maugham

This simple platitude seems obvious and lacks the profundity of more abstruse observations, but therein lies its puissance. We as teachers have the obligation and responsibility to expect the best from each of our students, as well as from ourselves. When we refuse to accept anything but the best, we set our expectations high. In the end, after all objections and deliberations have been exhausted, individuals will rise to the level that is expected of them.

Minimal expectations are abound in education, and provide the framework for achievement. For example, at the national level, teachers are expected to leave no child behind. At the state level, students are expected to pass their exit-level exams to graduate. At the local level, teachers are expected to be proficient in their subject area. In the classroom, students are expected to come to class with a pencil. These minimal expectations establish the rudiments of accountability in the profession, but the real difference is made when these expectations are raised beyond what legislation and funding or budgeting mandate. It happens at the most personal level, in the classroom, when we as educators expect more than what is required, when we expect more than what even the students believe they are capable of doing.

For student learning, teachers must set high, almost idealistic expectations for students. Most students by nature are very adept at doing precisely what they need to do to meet a teacher’s standards. Setting the ceiling too low can cause students to become complacent and unmotivated. Thomas Fuller expressed it well: “Good is not good, where better is expected.” Expectations are everything. A good teacher has high expectations for the student, but the great teacher arouses the student’s own expectations. The daily, personal interactions between teacher and student provide one of the most significant opportunities to positively influence the life of a child, but the channels of learning cannot be opened without first establishing relationships and trust. Relationships cannot be built without mutual respect. Mutual respect comes from establishing and maintaining clear expectations for teacher and student alike. On the surface, students expect teachers to show up for class regularly, dress appropriately, know their subject, and admit their mistakes. Teachers expect students to make it to class on time with their materials, participate in their own learning, follow rules, and do their homework. But students also expect their teacher to love kids, to be kind, have a sense of humor, to be fair, to care, and provide them with a safe learning environment. Teachers expect their students to develop a passion for learning, to develop critical thinking skills, to acquire problem solving abilities, to exhibit group concern, and to be tenacious and persistent in the face of adversity. Excellence is expected.

Although high expectations give us all something to continually strive for, experience tells us that we must also be realistic in the possibility of falling short of them. Some goals have uncertain outcomes, while others have more predictable outcomes. So, what can we as teachers expect for ourselves? We can expect a dedication to continual excellence, to constant self-improvement, to life-long learning, and to a life of purpose and meaning. We can expect to work many thankless hours. Expect change. Expect intense highs and joys. Expect disappointing lows. Expect frustration. Expect fire drills in the middle of a test. Expect school pride. Expect to behave yourself in public. Expect to have the heart of a servant. Expect new educational standards and legislation. Expect success. Expect to cry tears of joy. Expect to cry tears of sorrow. Expect to laugh. Expect to laugh a lot. Expect to acknowledge your mistakes and limitations. Expect technology to continue to advance rapidly. Expect to make the required relationships with each student to open the channels of learning. Expect to make a fool of yourself. Expect your passion to rub off on students. Expect high blood pressure. Expect to teach outside your comfort zone. Expect a masterpiece. Expect high-drama. Expect in-services. Expect to learn every day. Expect the best from each and every student. Expect the best from yourself. Expect that not everyone will learn it the first time, or the second time, or the third time. Expect to be moved by the spirit of a pep rally. Expect to memorize 120 new names each year. Expect to know your pharmacist well. Expect to buy red pens in bulk. Expect to have a chalk line across the back of your pants or overhead marker stain down the side of your wrist. Expect many of the students to drive a newer car than you. Expect part of your salary to go for supplies for your class. Expect students to look up to you. Expect miracles. Expect that you will positively influence each of your students. Expect your students never to forget you. Expect to get tired and weary. Expect to persevere. Expect that some days will be better than others. Expect a better day tomorrow.

Ultimately, the success of public education lies in the success of the students it prepares, which lies in the hands of the teachers who prepare them. Maintaining high standards in the classroom each and everyday can be a difficult and demanding task, but we can derive our energy in the belief of the magnitude and importance of our vocations. We can find strength in the hope for tomorrow. As Thoreau so eloquently stated, “we must learn to reawaken and keep ourselves awake, not by mechanical aid, but by an infinite expectation of the dawn.” Our expectations, then, become both a source of our languor and a source of our vitality.