Certain questions have come to light from year to year, so it seemed appropriate to begin a page that addresses some of these questions, not necessarily relevant to the wonderful discipline of mathematics but of interest to some.
Parents: If you have questions or comments, feel free to email me: [email protected] .
Students: You're the ones with the questions. However, I have encouraged you to check the webpage daily, so I'm answering those questions (that I can answer) here -- and not in the classroom. :))
1. Why did you become a teacher?
When I was young, I "played school" with the other children in my family. Of course, I was the teacher, partly because I was the oldest, and I was the only girl. As I grew up, I loved my teachers (for the most part) and wanted to please them and my parents. I worked as diligently as I could to "stay out of trouble" at home and in the classroom. I went to college for 3 semesters after high school, but I had to move out of my parents' home, so I began to support myself. I was given the opportunity to return to college in my mid-30s, having worked for more than 12 years, "up" to management in a bank. The plan was for me to get my college degree in business administration, go back to the bank and make more money. I was so thrilled to be in college again. My mathematics professors in several required classes encouraged me to consider mathematics or mathematics education, but I continued to say, "NO!" However, when I enrolled in my last required mathematics course for business majors, a calculus class, I was halfway finished, and sad to the point of mental conflict. I called my father and explained my dilemma: "Daddy, I'm taking the last math course I need, and I'm depressed!" He said, "You're weird and you better change your major." Please realize: I was not "that student" that understood every concept from the beginning but I was "that student" who loved to learn and would work until I understood. Other students perceived me as "smart" because I could explain what I did to achieve success -- but they did not see me falling asleep with a math book, struggling to understand then waking up, having dreamed about the process toward a correct answer. As I've thought about it, I am positive that teaching is a calling. True teachers are "wired" to be servants -- (1) love the children; (2) passionate about the subject we are called to teach, and (3) a little crazy with a "zing" for laughter and hard work!
2. Ms. C, tell us about your family.
First, as strange as this may seem, I have several families -- some are "blood," but most are not.
I am the middle child in both of my immediate families. It is difficult to disregard either, since each contributed and molded me to who I am today. In my biological family, there are 3 boys and 2 girls. We were split up in the late 50s. After some time in an orphanage and a foster home, I was placed in a home where my youngest brother had already been placed. We were adopted together in 1962, having our names completely changed. My birth name was Brenda Joyce -- and I was given the opportunity to choose my new name, Melinda Irene Cassel. (Of course,there is a reason, so please don't tease me about it. :)) I have an older sister in my new family, now deceased, but old enough to have been a mother-figure to me as my brother and me grew up. (She married shortly after I moved in and has two sons. See? I'm the only girl in my new, immediate family.) Parenthetically, after 42 years apart and 20 years of searching, I was given the gift of finding my two older brothers. I have yet to find my precious sister, but have an extended "blood" family that I cannot help but love and be grateful to know.
I have been blessed to have 2 sons: Hoyt, Jr, born in 1980 and Dylan, born in 1994. Both are gifts to me, beyond words. They will never really know how thankful I am for them. Hoyt has two sons, my precious grandsons, Jack and Johnny. Again, there are no words.
There are other family members, not "blood," but ever so precious. They know who they are and why. We call each other "sisters" or "sisters and brothers" -- not because we have to -- but because they are. "They know me and love me anyway." What gifts they are!!
3. Ms. C, do we have to know "this" for the test?
Yes. If I spend class time teaching any skill or concept, expect to be tested on it.
4. Why do we have to know this [stuff]?
You as a student [should] have high goals for your future. To be competitive in your field, you must be an expert, second to none. Translate these two thoughts to your class, your school, your school district, your state, your country. WE have to work together for YOU to be the best you can be. Remember: the world that you create is the world your children and grandchildren will live in. So, let's keep the big picture -- your wonderful future -- always in mind. :)
Parents: If you have questions or comments, feel free to email me: [email protected] .
Students: You're the ones with the questions. However, I have encouraged you to check the webpage daily, so I'm answering those questions (that I can answer) here -- and not in the classroom. :))
1. Why did you become a teacher?
When I was young, I "played school" with the other children in my family. Of course, I was the teacher, partly because I was the oldest, and I was the only girl. As I grew up, I loved my teachers (for the most part) and wanted to please them and my parents. I worked as diligently as I could to "stay out of trouble" at home and in the classroom. I went to college for 3 semesters after high school, but I had to move out of my parents' home, so I began to support myself. I was given the opportunity to return to college in my mid-30s, having worked for more than 12 years, "up" to management in a bank. The plan was for me to get my college degree in business administration, go back to the bank and make more money. I was so thrilled to be in college again. My mathematics professors in several required classes encouraged me to consider mathematics or mathematics education, but I continued to say, "NO!" However, when I enrolled in my last required mathematics course for business majors, a calculus class, I was halfway finished, and sad to the point of mental conflict. I called my father and explained my dilemma: "Daddy, I'm taking the last math course I need, and I'm depressed!" He said, "You're weird and you better change your major." Please realize: I was not "that student" that understood every concept from the beginning but I was "that student" who loved to learn and would work until I understood. Other students perceived me as "smart" because I could explain what I did to achieve success -- but they did not see me falling asleep with a math book, struggling to understand then waking up, having dreamed about the process toward a correct answer. As I've thought about it, I am positive that teaching is a calling. True teachers are "wired" to be servants -- (1) love the children; (2) passionate about the subject we are called to teach, and (3) a little crazy with a "zing" for laughter and hard work!
2. Ms. C, tell us about your family.
First, as strange as this may seem, I have several families -- some are "blood," but most are not.
I am the middle child in both of my immediate families. It is difficult to disregard either, since each contributed and molded me to who I am today. In my biological family, there are 3 boys and 2 girls. We were split up in the late 50s. After some time in an orphanage and a foster home, I was placed in a home where my youngest brother had already been placed. We were adopted together in 1962, having our names completely changed. My birth name was Brenda Joyce -- and I was given the opportunity to choose my new name, Melinda Irene Cassel. (Of course,there is a reason, so please don't tease me about it. :)) I have an older sister in my new family, now deceased, but old enough to have been a mother-figure to me as my brother and me grew up. (She married shortly after I moved in and has two sons. See? I'm the only girl in my new, immediate family.) Parenthetically, after 42 years apart and 20 years of searching, I was given the gift of finding my two older brothers. I have yet to find my precious sister, but have an extended "blood" family that I cannot help but love and be grateful to know.
I have been blessed to have 2 sons: Hoyt, Jr, born in 1980 and Dylan, born in 1994. Both are gifts to me, beyond words. They will never really know how thankful I am for them. Hoyt has two sons, my precious grandsons, Jack and Johnny. Again, there are no words.
There are other family members, not "blood," but ever so precious. They know who they are and why. We call each other "sisters" or "sisters and brothers" -- not because we have to -- but because they are. "They know me and love me anyway." What gifts they are!!
3. Ms. C, do we have to know "this" for the test?
Yes. If I spend class time teaching any skill or concept, expect to be tested on it.
4. Why do we have to know this [stuff]?
You as a student [should] have high goals for your future. To be competitive in your field, you must be an expert, second to none. Translate these two thoughts to your class, your school, your school district, your state, your country. WE have to work together for YOU to be the best you can be. Remember: the world that you create is the world your children and grandchildren will live in. So, let's keep the big picture -- your wonderful future -- always in mind. :)