Geneen and Neus go to Xela; John and his math class

I was going to write an entry about how I haven't been robbed, and I still haven't, but Geneen has.

She and Neus went to Xela for the night, and the following morning were in the market by the bus station. The market was so crowded that you were pushed or pulled in every direction, constantly touching other bodies on all sides. She had a Q$100 not in a zippered pcket on her thigh and several more bills in the outside zipper pocket of her purse. Both locations were cleaned out, she doesn't know when.

I asked about her credit card and ATM card. They were safe inside her purse. You have to wonder why at least some cash wasn't in a safer place, but it wasn't a big loss, probably about $30 or $40. It left her without any money, but fortunately she wasn't traveling alone, and Neus keeps her money "where the bats dwell".

Mostly, Geneen has hurt feelings that the country where she is volunteering would treat her so badly, but she's getting over it quickly.

---------Last Day Teaching (for now)-----------

I decide to make yesterday my last day teaching math for the 6th graders in Chacayá. It's a great class and I'm having a lot of fun, but I need to back up and evaluate. Here's what we've done in my 5 classes there: add 8s and 9s, then 18s and 19s, then subtract (mental math); sequences and addition with negatives; sequences in general; and, basic understanding of fractions. The last topic was the worst. I thought I presented simply and clearly, but the rate of response was worse than normal. Even among the few that are not shy about trying to respond, they tended to be wrong. Which is more, 3/4 or 1/4? By the time you're 12, that should be pretty simple...

Anyhow, I ended Wednesday by taking out a plate of 24 brownies. We spent an hour Monday on fractions and an hour Wednesday. I'd just assigned them a few problems comparing fractions. What's the answer to number 1? A small boy near the back of the class, who's pretty vocal, volunteered the correct answer. "Come up front," I instructed him. I whipped out my cleaver. "For those that don't behave well!" I got a laugh.

I showed him a sign with 3 fractions -- 1/4, 2/8, 7/8. Choose how much you want. He wanted 7/8 of the brownie. I gave him a whole one to save myself trouble. The class definitely perked up with this. After 6 or 7, I started randomly picking people. It was clear everyone would get a turn. Finally, someone chose a low fraction, I think 3/8. I cut the brownie in eighths, scooped three pieces toward her, ate a piece myself and gave the rest to the classroom teacher, Cruz Pablo.

Poor kid. Soon after, another student joined her in choosing poorly. I had enough left to give each a whole brownie later...

I'm still teaching English at the Hospitalito, math for the nurses and a good bit of tutoring. I am hoping to reevaluate my numeracy ideas and jump back in in a few weeks with younger kids.

My initial thoughts on my success with the 6th graders: Overall, good. I think it's fantastic for them to get exposure to someone from another culture, to another style. The education here continues to be very much rote learning. This class was great when I asked them to copy from the board into their notebooks, but if I asked for a bit of creative problem solving, well.... ouch! So that's what I want to rethink. My ideas on math itself are pretty solid. I don't want my students to memorize formulas and algorithms. I want them to understand the logic behind patterns in numbers, to understand mathematical balance and relative size. That's what numeracy is all about for me. If you can have 7/8 of the money we earn together, or 8/100, which would you rather have?