UPDATE:
For third and fourth
grade parents. I emailed many of you regarding the supplemental math program I would like to run with a select
number of children this year. It is a full year program to run from 3-4:15 weekly, on a day not yet determined.
I would like between 5-10 participants. I have a few signed on at this point, and hope to launch this program in
September. Please review the information below. If you have any questions, please feel free to contact me.
As soon as we have the numbers I will start it.
Mr. Styles
CONTEXTS FOR LEARNING
40 WEEK PROGRAM
Hello, (you may want
to print and read, but please take the time with the entire letter)
This is Tom Styles, grade 5 teacher at Saint Helen's School. Most of you know me well. I'm writing to those whose
email addresses (grade 3 and 4) I have on file to solicit your interest in an after school math program I would
like to have for the duration of the school year upcoming. I am offering this service for a weekly fee at my private
tutoring rate, which would amount to $25 a session/week this year. However, this is not a tutoring program, and
so even those who have strong math skills can, and will benefit from this program. I would like to run this program
from 3-4:15 weekly on Tuesday or Thursday (let me know your thoughts on which would be better) and for students
who will come to the sessions as enthusiastic mathematicians, which does not mean your child has to have strong
math skills. My program is perfectly appropriate for children of varying capabilities. Please read on for details.
I spent $160 dollars this summer to purchase a program called Contexts for Learning: Multiplication and Division.
This is actually one section in a three part series developed by the visionary team of the Mathematics in the City
Program whose methods I have extensively researched. I have read the entire Young Mathematicians at Work series
by Catherine Fosnot in the past few months and I'm very familiar with Contexts for Learning from summer research.
FYI This year, third grade optioned for a more traditional program like the one that has been used in recent years,
whereas in grade 4 students will be exposed to a more progressive math program called Investigations. (Feel free
to speak with me regarding the relationship between the school programs and my supplmental program)
In each weekly session, I will initiate an exciting investigation and math string that helps children construct
knowledge of multiplication and division as well as their relationships. My program, without any doubt, will give
children involved a deeper understanding of multiplication and division as well as number relationships in a way
a traditional program cannot and more in line with what the National Council for Mathematics expects. To that end,
the weekly lessons are not going to resemble skill and drill, but hands on, strong contexualized problems that
the children investigate. They will work with one another and as a group (provided several children join) to explore,
discuss, and construct knowledge of beginning and eventually more advanced multiplication and division using a
systematic approach. My program will also bring math alive for the children and help them to see that it is not
a dead subject but an exciting field that holds great possibilities. As long as they come with a positive attitude
each week they'll enjoy the explorations and math congresses that will be the hallmark of each session. I'm sure
most of you know by now, nothing I do is considered boring to children.
I want to reiterate that this is not a program I can realistically run as a Saint Helen's Club, much like instrumental
lessons were/are not run in this fashion. A lot of preparation will be involved in the weekly planning and the
nature of it being a rigorous supplemental program will call for a lot of my time and efforts. I typically work
for families as a private tutor each year for part time work and this will be my alternative plan to one to one
tutoring this year, as I have learned that one-one sessions may not be as effective for various reasons, but mostly
because a lot of learning is social, and if children cannot learn with other children then much is lost. I have
to say in earnest, that this proposal is as much about the part time work as it is about this program. I would
not entertain hosting a group session like this if I didn't feel I had a great program to offer.
Also, since this program builds week to week systematically, it would be hard for children to join after it has
started, but if you are not happy with the program after your child has started then it is always your option to
pull him/her. A given program is not a best fit for every kid, and I have no problem with a child starting and
then leaving. To that extent, I may decide by my own observation that a child is not a good fit for the program
(this would be attitude/behavior related and have nothing to do with where a child is in his learning) and recommend
his/her removal. Rest assured, your weekly fee will be well spent.
Think it over and let me know your thoughts and questions. It would be exciting to have a nice group of participants,
and if I do not attract at least five children I will probably not run the program because Contexts for Learning
calls for a good number of little minds working together in order to be fully beneficial.
It'll be an exciting adventure if it comes to fruition. I hope to hear from you. |
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5TH GRADE TESTING
The 2007 School Year marks the second year in a row that 100% of the fifth grade passed the state social studies
exam, taken in November. Congratulations to our fifth graders, and our fifth grade teacher, Mr. Styles, for their
hard work.
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