Dusty Jones: Hello, and thank you for listening to the teaching math teaching podcast. The teaching math teaching Podcast is sponsored by the association of mathematics, teacher, educators. 3 00:00:20.300 --> 00:00:29.080 Dusty Jones: a community of math teacher, educators, learning to teach Mass. Teachers. Better. I'm your co-host Dusty Jones and joining me today is Jen Wolf. Hi, Jan! 4 00:00:29.180 --> 00:00:30.400 Jennifer A. Wolfe: Hi, Dusty! 5 00:00:30.950 --> 00:00:43.250 Dusty Jones: Today we're talking with Mrs. Pat Nash and Ms. Brittany Rollins, who are both eighth grade mathematics teachers hat is in her 40 ninth year of teaching, with all of them at Manse Park, Middle School, in Huntsville, Texas. 6 00:00:43.310 --> 00:00:58.410 Dusty Jones: and Brittany's, in her seventh year of teaching at Midway Middle School, in Hewitt, Texas. We are talking with Pat and Brittany today because we'd like to hear about their experiences and teaching mathematics, particularly in working with prospective teachers during field placements. 7 00:00:58.860 --> 00:01:01.380 Dusty Jones: Welcome, Pat and Brittany! How are you guys doing 8 00:01:02.150 --> 00:01:04.610 brittanyrollins: It's fine. Thank you. I'm great 9 00:01:04.810 --> 00:01:11.330 Dusty Jones: good. So can you take a minute to introduce yourself beyond what I already shared. What did we, Miss Pat? Let's start with you. 10 00:01:12.840 --> 00:01:27.000 Dusty Jones: You didn't miss Anything I 49 years of teaching all at me as part middle school. My claim to fame, I guess, is that I taught your children 11 00:01:27.060 --> 00:01:28.690 Dusty Jones: a Brittany. What about you? 12 00:01:30.570 --> 00:01:35.060 brittanyrollins: Yeah, I don't. Thanks much, either. I'm. Still. 13 00:01:35.390 --> 00:01:49.610 brittanyrollins: i'm still teaching at the school that I did my student teaching with so part of this being talking about, working with perspective teachers and field placement. So I am currently teaching at the school, and even in the same classroom that I did my 14 00:01:49.620 --> 00:01:54.850 brittanyrollins: field placement in through Baylor. So that's kind of my fun. Fact around campus 15 00:01:55.290 --> 00:01:56.250 Dusty Jones: Great. 16 00:01:56.480 --> 00:02:01.420 Dusty Jones: Well, so we are. This is a little bit different, and before we started recording 17 00:02:02.560 --> 00:02:14.810 Dusty Jones: I I was talking a little bit about. We're talking with current math teachers, but we realize that math teachers also are part of the math teacher education, pipeline because of these field placements. 18 00:02:14.860 --> 00:02:23.870 Dusty Jones: And so I guess the first question we'll ask is, how did you start teaching math teachers? 19 00:02:23.970 --> 00:02:27.000 Dusty Jones: So, Pat, i'll, I'll throw that one to you first. 20 00:02:27.520 --> 00:02:29.070 pnash02: Well. 21 00:02:29.150 --> 00:02:46.500 pnash02: I. I had the opportunity several years ago to be involved in the text team program for the State. I was a state trainer for text teams, and also the T cubed program. We did some training for T. Cubed, and I got to work with Ets educational testing services as a consultant. They had me doing some field testing for them. 22 00:02:46.860 --> 00:02:55.720 pnash02: and I just. I enjoyed doing those things I enjoyed working with with teachers in workshops and things like that. 23 00:02:55.770 --> 00:03:18.230 pnash02: and I Haven't done that in several years. I I feel like I'm a little too old now to be doing that, but that kind of started it, and of course, because i'm a graduate of Sam Houston, and here in Huntsville. It's really easy for San Houston to place students in my classroom. I have to be honest with you. My very favorite placement, though, are before the student teaching semester. 24 00:03:18.230 --> 00:03:35.820 pnash02: And they're, you know, they're still that that pre pre-service time. Those are the ones that I really like, because they don't have any preconceived ideas, and they, you know, they come in new and fresh, and you just kind of throw them to the walls and 25 00:03:35.820 --> 00:03:40.280 let them let them do their thing, and it's just so much fun to watch them. 26 00:03:40.410 --> 00:03:41.270 Dusty Jones: Yeah. 27 00:03:42.590 --> 00:03:44.560 Dusty Jones: Brittany, what about you? When did you 28 00:03:44.610 --> 00:03:49.060 brittanyrollins: get involved in this part 29 00:03:49.250 --> 00:04:00.320 brittanyrollins: being in what I'm. In a professional development school. So we are a a. A. Pbs partner at my campus, which means we have 30 00:04:00.380 --> 00:04:10.820 brittanyrollins: teaching associates. So those are the the junior Level Baylor students as well as interns, the the senior Level 31 00:04:11.140 --> 00:04:12.840 brittanyrollins: Baylor students, but 32 00:04:12.900 --> 00:04:25.350 brittanyrollins: going through the program, and then, still being here. After I had been through my 3 years, I could become a mentor teacher. So I've had both levels 33 00:04:25.410 --> 00:04:29.720 brittanyrollins: of the junior and the senior. So and then we have 34 00:04:30.130 --> 00:04:33.830 brittanyrollins: sophomore levels coming in and observing a lot. So just being 35 00:04:33.930 --> 00:04:44.510 brittanyrollins: one, it's still my professors that I had that are still there, so they they kind of knew me already, but being at a a Pds partner, school 36 00:04:44.540 --> 00:04:52.640 brittanyrollins: has allowed us to to kind of keep with that, and get different placements with student teachers. 37 00:04:54.100 --> 00:05:04.560 Dusty Jones: So what's the best advice you received when you started working with these prospective teachers? I guess, Brittany, i'll start with you on that one. 38 00:05:09.020 --> 00:05:13.050 brittanyrollins: Hmm. I think just to one like. 39 00:05:13.220 --> 00:05:16.900 brittanyrollins: Show them what it's really like. Show them. 40 00:05:17.940 --> 00:05:21.440 brittanyrollins: Let them experience kinda all the things 41 00:05:21.540 --> 00:05:35.390 brittanyrollins: we're often, you know, like oh, we're gonna not not let them get involved in everything like they're not gonna grade. They're not gonna do parent emails. They're they're gonna kinda just be over there, and we're, you know. We're told day one like 42 00:05:35.820 --> 00:05:47.370 brittanyrollins: they're They're a co-teacher They are the same as you like. Get them involved. Get them in what the kids see them as the same, and not like. Oh, you're just 43 00:05:47.540 --> 00:06:02.240 brittanyrollins: here on the side like You don't really do anything, and it just changes the way it is in the classroom. I mean, we're we're a team. We're both teachers. The kids walk in and don't know who's teaching that day, and it's just. 44 00:06:02.590 --> 00:06:05.690 brittanyrollins: I think, helps that flow really easily. 45 00:06:05.860 --> 00:06:10.870 brittanyrollins: So I think that was kind of what they tell us as Mentor teachers like. 46 00:06:11.090 --> 00:06:14.830 brittanyrollins: Let them jump in. Let them let them contact parents, let them 47 00:06:15.110 --> 00:06:20.840 brittanyrollins: with supervision. But let them do the things that a teacher is going to have to do. 48 00:06:20.900 --> 00:06:22.640 Dusty Jones: Yeah, that's great. 49 00:06:22.850 --> 00:06:28.350 Dusty Jones: really letting them really experience what it's really like as a teacher. 50 00:06:29.550 --> 00:06:35.800 Dusty Jones: Pat. What about you when you were working with math teachers? What some advice that you got that that was really helpful. 51 00:06:36.070 --> 00:06:50.660 pnash02: Well, I don't know if it's advice that I got, but it's it's something that I have have had to learn over the years, and that's it's an old and to be the guide on the side, not the stage on the stage. I just. I feel like, just like my students. I want them to struggle. 52 00:06:50.710 --> 00:06:56.960 pnash02: I want them to learn to deal with the hard stuff. Well, that's the way I feel about the my little student teachers and my 53 00:06:57.090 --> 00:07:15.560 pnash02: kids that come into my classroom. They just They have to jump right in. They have to. They have to struggle. They're going to have lessons that don't work, and they've got to experience how to deal with. Oh, that lesson didn't work. Let's let's change it right midstream, and you know some of those daily things that we as teachers go through. 54 00:07:15.560 --> 00:07:18.270 pnash02: I I think those are. Those are important 55 00:07:18.350 --> 00:07:22.340 pnash02: experiences, and I like to provide those 56 00:07:22.360 --> 00:07:30.660 pnash02: I'm. I'm in agreement. We just you know you just they've got to jump in. They gotta do it all. They go to the parent conferences, and they, you know they deal with the 57 00:07:30.670 --> 00:07:36.110 Dusty Jones: the student discipline issues, and you know all the same things that we as teachers have to deal with. 58 00:07:36.890 --> 00:07:40.720 Dusty Jones: So if we could maybe turn this question around if you were 59 00:07:40.850 --> 00:07:46.070 Dusty Jones: giving advice. Maybe it's the same sort of stuff that we already talked about. But if someone. 60 00:07:46.200 --> 00:07:52.110 Dusty Jones: if someone came up to you and said, hey, I'm, I'm getting a student teacher. I'm going to be i'm going to be, you 61 00:07:52.140 --> 00:07:54.740 Dusty Jones: you know, doing some initial placements. 62 00:07:54.840 --> 00:07:59.210 Dusty Jones: What do I do? What advice would you give them, pat on that? 63 00:08:01.270 --> 00:08:02.880 pnash02: I them as an equal? 64 00:08:03.100 --> 00:08:18.030 pnash02: Let them come in, I mean. like really, said they? They we don't know who's teaching that day. You know they're they're equal. I generally. When I get a student teacher for the first day I introduce them and say, You know, this 65 00:08:18.300 --> 00:08:20.410 pnash02: this person is now your teacher 66 00:08:20.420 --> 00:08:21.220 pnash02: and 67 00:08:21.610 --> 00:08:34.100 pnash02: I'm. I'm not a really good mentor teacher, because I don't like to leave the room. I like to stay in in the room with my with my students. They're my responsibility. I've got to make sure that they're ready for the eoc and so forth. 68 00:08:34.230 --> 00:08:41.080 pnash02: But I tell the students that your teacher, and so when they turn to me and ask me a question. No, i'm not your teacher. 69 00:08:41.409 --> 00:08:50.900 pnash02: You know. That's your teacher. So I would encourage whoever is going to get a student teacher to actually treat them as an equal. They're you know. They're they're just like me. 70 00:08:50.920 --> 00:08:55.420 and they're going to do their thing. And you're going to listen to them. And you're going to respect them for that. 71 00:08:55.730 --> 00:08:56.450 Dusty Jones: Yeah. 72 00:08:57.140 --> 00:09:04.570 brittanyrollins: what about you, Brittany. What if one, I think thing that 73 00:09:05.000 --> 00:09:19.390 brittanyrollins: among some of my coworkers that we've talked about is, you know some people don't want, an intern. They don't. They don't want a student teacher because they have to give up control in their classroom, and that's scary for some people to 74 00:09:19.980 --> 00:09:24.690 brittanyrollins: to trust their kids and their stuff with with a new teacher. 75 00:09:24.920 --> 00:09:25.830 brittanyrollins: But 76 00:09:25.880 --> 00:09:30.650 brittanyrollins: I think that is just a big part of it is. You have to 77 00:09:30.780 --> 00:09:41.240 brittanyrollins: give up some of that control of okay. like you, said Miss Nash. I'm gonna let them teach a lesson. And i'm going to sit back. And if they bomb that lesson. 78 00:09:41.450 --> 00:09:51.190 brittanyrollins: That's okay. We're gonna talk about it. We're gonna adjust. We're gonna catch up where we need to catch up. We're gonna whether that's the next day or the next class period. 79 00:09:51.950 --> 00:10:00.740 brittanyrollins: That's good for them. So I think, be flexible and give up some of that control and like that. That's okay. If that happens. 80 00:10:01.110 --> 00:10:06.500 brittanyrollins: things are fixable, you can. You can come back and reach the lesson. 81 00:10:06.750 --> 00:10:14.600 brittanyrollins: But that's what's going to be best for the the team involved. The student teacher involved. 82 00:10:16.060 --> 00:10:19.050 pnash02: I think what you said just now is very powerful. 83 00:10:19.430 --> 00:10:38.910 pnash02: Anything is fixable, you know, and I think that's one thing that that student teachers are are a lot of times afraid of is that i'm gonna mess up. You know. It's not gonna I'm gonna ruin the kids. And so I agree with you. We, You know it's okay to mess up. It's okay to make mistakes. If they're easily fixable, you know. 84 00:10:38.940 --> 00:10:40.400 pnash02: Yeah, yeah. 85 00:10:40.820 --> 00:10:54.750 brittanyrollins: And I think you like not not hiding when we make mistakes, and when we change things from the the student teacher, I mean, I may change something back through the class period, and they not know why, but to go back and say like, hey. 86 00:10:54.810 --> 00:11:04.800 brittanyrollins: you know I I messed up. I I did this wrong Here's how i'm going to adjust that, and let them kind of see that process. So that, like you said, they know. 87 00:11:04.820 --> 00:11:08.630 brittanyrollins: Oh, that happens like even with experience teachers. And that's okay. 88 00:11:09.680 --> 00:11:13.930 pnash02: That was a lot with experience. 89 00:11:14.550 --> 00:11:26.050 Jennifer A. Wolfe: So i'm I'm. Curious! What what strength have you all seen in the the perspective teachers that you've mentored and a follow up is, what have you learned about yourself through mentoring? 90 00:11:28.880 --> 00:11:29.710 brittanyrollins: Hmm. 91 00:11:30.790 --> 00:11:33.490 brittanyrollins: I think for me I mean the strengths. Is 92 00:11:34.180 --> 00:11:41.170 brittanyrollins: these these student teachers coming in? I mean, I'm. I'm not that far out, but the kids connect to them 93 00:11:41.590 --> 00:11:53.020 brittanyrollins: even more than they do me. A lot of times I'll have students that they might be talking to me, and then my student teacher walks in the room, and they're like gone like they didn't want anything to do with me. 94 00:11:53.290 --> 00:11:54.920 Sorry 95 00:11:57.450 --> 00:11:59.860 brittanyrollins: Promise if you in the building. 96 00:12:05.760 --> 00:12:10.170 brittanyrollins: Sorry i'll give you a second, so you can edit that out. 97 00:12:10.410 --> 00:12:16.370 brittanyrollins: No, I don't remember how the same. But 98 00:12:17.060 --> 00:12:19.670 Dusty Jones: the kids connect with 99 00:12:20.530 --> 00:12:31.500 brittanyrollins: the student, the the interns. 100 00:12:31.540 --> 00:12:44.520 brittanyrollins: They're in the class. They're at Baylor. They're at different things. They're learning kind of the new stuff that you know. I may not see, or I may not know about and get to bring in new 101 00:12:44.740 --> 00:12:49.510 brittanyrollins: new things. So I think that's one benefit and one strength that 102 00:12:49.860 --> 00:12:52.300 brittanyrollins: a lot of the ones I've worked with. I've seen. 103 00:12:55.900 --> 00:13:16.690 pnash02: Yeah, I've had a lot of student teachers over the years, and the thing that has most impressed me in recent years is that they're much more prepared, content, wise. They have a really good, firm background in their content, and that's extremely impressive and very, very necessary, very helpful to me. But I also agree that one thing that 104 00:13:16.720 --> 00:13:30.660 pnash02: that I love about student teachers is the fact that they know all this new stuff. I don't know anything. I don't know a lot about technology and all that. You know. It's a lot of the new things. And so they bring in all really cool ideas that I steal. 105 00:13:30.670 --> 00:13:33.920 brittanyrollins: I have to meet him, and I can ask you 106 00:13:36.900 --> 00:13:44.480 Jennifer A. Wolfe: and and Jen what was the follow up question that you asked about that 107 00:13:44.510 --> 00:13:49.480 Jennifer A. Wolfe: through this experience and mentoring young young future teachers 108 00:13:52.190 --> 00:14:04.420 pnash02: like, I say, I've learned a lot of technology from them. You know the new, the new stuff that because you know, the kids do relate, and they are. They always ask any questions that I don't have a clue what they're talking about. 109 00:14:04.420 --> 00:14:14.720 pnash02: You know Minecraft and stuff like that, I don't know. But you know. So the the new technology, the latest in technology is really impressive. 110 00:14:15.080 --> 00:14:29.150 pnash02: But I think I've also learned that I've had to give up control. I one of those control freaks so that she was talking about a lot of teachers don't like student teachers, because you have to give up control. That's that has been my biggest 111 00:14:29.350 --> 00:14:47.940 pnash02: problem area. That's why i'm not a very good Mentor teacher, because I have a really hard time getting at control, but I've had to learn to do that, and and i'm a better person for it, because it translates into my students. I give up control to my students. I just stand back and let them struggle 112 00:14:48.140 --> 00:14:57.520 pnash02: and let them be frustrated and let them grow from that. And that's why you have to treat student teachers, too. You just have to kind of stand back and let them struggle. 113 00:14:57.660 --> 00:15:07.700 Jennifer A. Wolfe: I think it's powerful, too, that your students can see model the ways that you're able to collaborate with the person that you're mentoring. So they see it as like a 114 00:15:07.710 --> 00:15:16.670 Jennifer A. Wolfe: by relational right. And so maybe if they send you collaborating, then they also like, Well, wait a minute. We can collaborate in class 2, because we see our teachers doing it. 115 00:15:16.790 --> 00:15:23.240 pnash02: That's good. That's a really good point. I haven't thought about that. But my my students sitting groups, so I encourage collaboration. 116 00:15:23.270 --> 00:15:28.300 pnash02: But to model appropriate collaboration is very powerful. 117 00:15:28.330 --> 00:15:29.720 brittanyrollins: Yeah, I've 118 00:15:29.880 --> 00:15:43.520 brittanyrollins: going back to that. You just said how your students are sitting. I looked at your room, and I like to have up my room and my desk are the exact same way as yours. Well, my desk this way, because we're giving. We're giving benchmark test tomorrow. My My groups are actually a little 119 00:15:43.520 --> 00:16:02.510 brittanyrollins: pods of 3 Gotcha. But I like having them them group kids really like the peers. They They like that. Yeah, but I was gonna say to something I've learned is just to try to try new things. And then there's times when i'm like. Oh, I don't know if that's gonna work. 120 00:16:02.750 --> 00:16:06.880 brittanyrollins: I'm like all right. It's your lesson like. Let's go for it. Let's try it, and 121 00:16:07.130 --> 00:16:24.070 brittanyrollins: sometimes it surprises me instead of just being like now that that's not how this that's not gonna work like this is how we did it last year like let's just do it this way, having a new student teacher Each year. I've gotten to see different units taught different ways. It helps me to not 122 00:16:24.100 --> 00:16:37.000 brittanyrollins: just do the same thing every year, because that's what we've done. It's like, oh, you're teaching this unit. That's not how we taught it last year, because that a different student teacher maybe was teaching that unit. So I think that helps me to not just kind of get in that. 123 00:16:37.640 --> 00:16:42.060 brittanyrollins: Let's do the same thing that we've always done kind of mindset. 124 00:16:45.940 --> 00:16:50.640 Dusty Jones: That's great. So one. Our next question is more. 125 00:16:51.350 --> 00:16:57.460 Dusty Jones: maybe beyond what the small conversation. But as as math teachers 126 00:16:57.570 --> 00:17:14.710 Dusty Jones: as teachers in general, there's a 100 things to do, and then it first periods over, and then you have another 100 things to do. So there's so much going on. One question we're asking all of our guests is, how do you set boundaries and priorities to get the right things done. 127 00:17:14.780 --> 00:17:17.000 Dusty Jones: and still enjoy your life? 128 00:17:21.880 --> 00:17:25.609 pnash02: Live! What's that? 129 00:17:27.180 --> 00:17:38.360 pnash02: Oh, I agree with you. I like this. I have list, list, list, list list of things, and I prioritize those lists, and if I get them done fine I don't get something that goes on the list for tomorrow. 130 00:17:40.870 --> 00:17:46.600 brittanyrollins: I think I mean that's me. I have all the to do list and calendar and things. 131 00:17:47.050 --> 00:17:49.060 brittanyrollins: but I think just with 132 00:17:49.360 --> 00:17:51.510 brittanyrollins: juggling, that having a 133 00:17:51.600 --> 00:17:58.930 brittanyrollins: having a student teacher in the room, I'm like me, and I need to grade this, and I need to do this, and I need to make copies. I'm like, hey? You know we have. 134 00:17:59.320 --> 00:18:03.690 brittanyrollins: We have conference right now. Can you go make copies while I do this? And so 135 00:18:04.150 --> 00:18:07.580 brittanyrollins: again like giving some of those tasks 136 00:18:07.590 --> 00:18:15.350 brittanyrollins: to her, and like sharing that helps me or like, okay, she might be teaching this lesson. I need to sit at my desk, and 137 00:18:15.500 --> 00:18:21.150 brittanyrollins: you know, enter this or do something a lot of times. We're both up, and we're both 138 00:18:21.170 --> 00:18:36.250 brittanyrollins: teaching a lesson. But there's times when i'm like, okay, like, you need to know what it'd be like to teach all by yourself, because that's what you're gonna do next year. So there's times when you know she's teaching, I try to sit back a little bit more. And then that allows me 139 00:18:36.730 --> 00:18:40.850 brittanyrollins: a little bit of time during the day. That's not conference to 140 00:18:41.000 --> 00:18:49.750 Dusty Jones: That's good. That's good. I like how you connected that to the topic there. And and really it leads me to the next question. 141 00:18:51.200 --> 00:19:01.210 Dusty Jones: When you're working with perspective teachers in the classroom. And how do you structure their time in the classroom? Really, I think, Pat, I want to ask this question a little bit differently earlier. You said 142 00:19:01.520 --> 00:19:06.690 Dusty Jones: your favorite people to work with were the ones where it was their first placement 143 00:19:06.690 --> 00:19:22.680 pnash02: in a classroom. Can you? Can you talk about what you have them do, and why you like that so much. 144 00:19:22.760 --> 00:19:40.020 pnash02: But they don't just come in and observe in my classroom we, I I immediately get them up and involved with the students, because I guess we sit in groups, and so they're constantly going around the room while i'm while i'm teaching, or I'm going around the room while they're teaching. I don't 145 00:19:40.090 --> 00:19:42.340 make them teach initially. 146 00:19:42.630 --> 00:19:58.500 pnash02: but I usually at it initially. They their first time. They teach. It's a lesson that I prepared, and we've talked about. But then eventually they'll teach their own lesson because they have to at least teach one lesson. But I want them up and doing. 147 00:19:58.640 --> 00:20:01.240 pnash02: I'm not real big on them grading papers. 148 00:20:01.420 --> 00:20:19.260 pnash02: because that's the way I learn what my students know, and don't know when it's a assignment that they have made, then I would expect them to grade the papers. So they do just about everything I do, even at this level. This is prior to student teaching when they're just in here observing, I expect them to be 149 00:20:19.610 --> 00:20:21.180 pnash02: doing what i'm doing. 150 00:20:24.360 --> 00:20:30.200 Dusty Jones: What about you, Brittany? What do you have. What do you have those prospective? The interns do? 151 00:20:30.350 --> 00:20:34.070 brittanyrollins: Yeah, I mean same thing. Baylor Baylor gives them a. 152 00:20:34.140 --> 00:20:40.440 brittanyrollins: They They jump right in where they have to do so. Their junior level. 153 00:20:40.780 --> 00:20:51.350 brittanyrollins: They're in the classrooms. They're doing warm up. They're in small groups. They're doing a few whole teach lessons, but Baylor has it very structured out of 154 00:20:51.430 --> 00:20:52.500 brittanyrollins: in the first. 155 00:20:52.640 --> 00:21:09.470 brittanyrollins: This many weeks like you need to have done so many warm ups. You need to have done a a small group, and so we kind of just can go off of kind of bailers outline for that. And then, when they're seniors, they have to 156 00:21:09.470 --> 00:21:17.340 brittanyrollins: have so many full teach weeks, so many of those have to be a whole unit back to back. 157 00:21:17.410 --> 00:21:18.600 brittanyrollins: So 158 00:21:19.150 --> 00:21:31.400 brittanyrollins: we kind of go off of that. But yeah, they want. I mean as a I don't know how it is with the same Houston students, but Bailey, like they are in the classroom day one they're there Monday through Thursday 159 00:21:31.920 --> 00:21:49.300 brittanyrollins: until April. So they jump right in with getting to know the kids, knowing that, knowing all their names warm up, I usually try to ease them in like, hey, go over this warm up like in second or third period, you know they part it once or twice. 160 00:21:49.350 --> 00:21:52.160 brittanyrollins: and kind of ease them in. 161 00:21:52.210 --> 00:21:53.090 brittanyrollins: But 162 00:21:53.270 --> 00:22:00.240 brittanyrollins: yeah, then they're They're writing their own lessons. They have to talk about them with us, plan them with us, and then 163 00:22:00.360 --> 00:22:07.040 brittanyrollins: they they're teaching their full lessons. So kinda like you, said Miss Nash. They they're doing all of it 164 00:22:07.750 --> 00:22:10.560 brittanyrollins: from pretty much the beginning. 165 00:22:11.360 --> 00:22:27.090 brittanyrollins: But but Baylor kind of structures like what things that they have to be doing, which helps us to go off. Of that 166 00:22:27.340 --> 00:22:40.180 Dusty Jones: I think this was in a different state, but we had to do. I I want to say 25 or 30 h of observation, and and normally that was you just go for a couple of hours once a week to a classroom, but I 167 00:22:40.180 --> 00:22:56.180 Dusty Jones: worked out a deal where, over spring break. I was going to go back to my old high school, where my sister and brother were still enrolled, and I was just going to observe it was a really tiny school. There were 2 math teachers, and so I was going to be with Mr. Miller, who was my calculus teacher. 168 00:22:56.210 --> 00:23:07.720 Dusty Jones: and instead, when I got there he said, oh, okay Today you're gonna You're gonna get to know the kids, but you already know most of them, because you haven't you just graduated a couple of years ago, and 169 00:23:07.760 --> 00:23:20.310 Dusty Jones: i'm not going to just have you here. You're also going to go the other math teacher, so you can know what geometry is like. And, by the way, on Wednesday you're teaching this class, and I was like what and because I was only there for a week. But it 170 00:23:20.390 --> 00:23:36.870 Dusty Jones: I was really hooked after that of just being able to get in and get those experiences. And, you know, stuff went terribly, you know, and and but, like you said earlier, everything was fixable, and it was just. I was really glad that they had that mindset 171 00:23:36.890 --> 00:23:43.720 Dusty Jones: that it sounds like you have as well to just get those people involved in every way that they can. 172 00:23:44.140 --> 00:23:46.570 brittanyrollins: so we've had some students come in from 173 00:23:46.900 --> 00:23:50.350 brittanyrollins: other other places, and and just observe, i'm like 174 00:23:50.640 --> 00:23:55.560 brittanyrollins: you're you're not going to learn anything. I mean you may pick up on a few things, just observing, but 175 00:23:55.770 --> 00:23:59.880 brittanyrollins: just sitting there watching like you're You're not gonna 176 00:24:00.070 --> 00:24:03.270 brittanyrollins: not gonna get much out of that. 177 00:24:05.330 --> 00:24:14.330 Dusty Jones: Pat has has working with with the student teachers. Or you know those students in that semester prior to student teaching has that changed 178 00:24:14.580 --> 00:24:19.710 Dusty Jones: in in measurable ways that you can think of over the time that you've been doing this. 179 00:24:21.390 --> 00:24:26.180 pnash02: I said. They come much more prepared, and they need to. 180 00:24:26.980 --> 00:24:27.860 pnash02: and 181 00:24:27.890 --> 00:24:30.600 pnash02: other than that. Really. There, you know 182 00:24:31.390 --> 00:24:39.990 pnash02: they're just. They're people. They're just like you know. They They do the same thing. They They, you know they are those that don't really want to. 183 00:24:40.210 --> 00:24:43.130 pnash02: and they they they're literally to observe. 184 00:24:43.230 --> 00:25:01.630 pnash02: And they find out really quickly that that's not gonna happen in my class, you know. And but after that initial, and I think usually it's just a little bit of trepidation, you know. Fear. It's easier to sit back and observe than it is to get your feet where you know, you know. Just get in there and do it. But 185 00:25:01.630 --> 00:25:04.510 pnash02: they realize quickly, I think. 186 00:25:04.640 --> 00:25:17.610 pnash02: that the kids are so forgiving and so loving like you say they they like the students student teachers better than like me, too. Of course you know i'm old. I don't relate to as well. But 187 00:25:17.900 --> 00:25:35.520 pnash02: you you get back you get past that, and I haven't had as much of that in recent years that that fear of a participation. So I think that's been a a big change. I don't know what's causing it. Maybe it's just society in general, but they're they're not nearly as as fearful of 188 00:25:35.740 --> 00:25:42.600 getting in and talking to the kids and and interacting with the students as they used to be. That's that's the biggest change I I've seen. 191 00:25:53.960 --> 00:26:07.310 Dusty Jones: Well, thank you so much, Pat and Brittany for joining us. It's been a pleasure and and one thing I said in an email, but i'll say it out loud right now is I've been looking forward to talking with both of you 192 00:26:07.310 --> 00:26:21.830 Dusty Jones: for this podcast ever since we started it years ago, and I just. I just finally got the the gumption to actually contact you and say, would you take some time out of your busy teaching schedule and talk with us. So thanks so much for joining us today. I really appreciate it. 193 00:26:21.950 --> 00:26:28.060 brittanyrollins: Thank you for asking me. I was a little bit nervous that, but it was okay. 195 00:26:38.240 --> 00:26:52.920 Dusty Jones: thanks again for listening to the teaching Math teaching podcast, if you like what you hear, please subscribe to the podcast, and we hope you're able to take action on something you just heard and interact with other math teacher educators, maybe even a pre-service teacher. Educator. 196 00:26:53.360 --> 00:26:59.170 Dusty Jones: Also, Did you know that Amte has another podcast a math teacher, educator, Podcast. 197 00:26:59.350 --> 00:27:08.540 Dusty Jones: the Mte podcast accompanies the latest edition of the Mathematics teacher, educator, Journal, and has authors discuss the work they have submitted for publication to the journal. 198 00:27:08.770 --> 00:27:12.810 Dusty Jones: Find a link to the Mte Podcast in the show notes for this episode.