Rebecca Zook - Math Tutoring Online

Back to School Sale – Buy three sessions, get two free!

Rebecca Zook — Tue, 31 Aug 2010 14:00:16 +0000

To celebrate back to school, I’m running a special sale!

Here’s how it works. New customers who sign up for tutoring with me by midnight, September 7th will get a fourth and fifth session for free after their first three sessions. That is $300 in free tutoring!

To be eligible, customers must sign up by September 7th, but once you sign up, you can start whenever you’re ready. This sale is for new customers only and cannot be combined with any other discounts or special rates.

If this is your first time here, please feel free to check out my tutoring philosophy and how my online tutoring works.

I’d love to talk with you about your child’s individual needs any time — give me a call at 617-888-0160!

This is my biggest sale ever, so spread the word!

Mind Meld is Real!

Rebecca Zook — Mon, 23 Aug 2010 23:57:59 +0000

Back in February, Curtis Silver joked about “doing the math homework mind meld with your geeklet” in his Wired/Geekdad write-up of a post I’d written about how to help your kids with their math homework. Now it turns out that scientists have discovered that mind meld actually happens during conversations!

Here’s a summary of the science from The Week magazine:

When two people have a good conversation, they often feel that they’ve just “clicked.” A new study of that phenomenon has found that conversing can produce an almost eerie synchronization of brainwaves, so that speaker and listener experience a kind of “mind meld.”

Using a special type of MRI device, researches at Princeton University imaged the brain activity of a student as she told of two personal experiences—a troublesome encounter with a police officer after an accident, and of two boys fighting over which one would take her to the prom.

Researchers then scanned the brains of several subjects listening to the stories. Listeners who followed and enjoyed the stories quickly synchronized their brain waves to the speakers’. But if the listener didn’t like or understand what was being said, this effect disappeared, and brain patterns decoupled.

“That feeling we all have with people, that feeling of ‘clicking,’ might actually have a real neural basis,” researcher Greg Stephens tells LiveScience.com.

The effect goes beyond the parts of the brain used to process language; during a good conversation, people will unconsciously begin imitating each other, using similar sentence structures, speaking rates, and physical gestures and postures. In fact, listeners can get so tuned in that they even begin to anticipate what the speaker is about to say.

These new findings bring to mind an experience I had with a great teacher named Nick Bernardino. Not only did Nick excel at “tuning in” to his students, but he’d also teach “mad libs”-style. He’d deliberately leave out part of the sentence so that students were forced to fill it in.

When I was on the receiving end of this technique, I found myself silently filling in the blank with facts I thought I’d totally forgotten and hadn’t thought about in years. Is the brainwave synchronization discovered in this study what allows this experience to occur?

These findings also remind me of experiences I’ve had with my best teachers, as well as something I’ve noticed with many of my own students. When you spend time with someone who is confident, relaxed, and engaged with what you’re learning, you become more confident, relaxed, and engaged with what you’re learning. Even if you’re working on a subject or skill that originally was very stressful!

This makes me wonder, could synchronizing your brain waves in one-on-one conversation with a good teacher allow students to access states of consciousness they hadn’t experienced before? Is “mind meld” helping my students to access their previously undiscovered or long-lost “happy math place”?

“This is really neat”

Rebecca Zook — Thu, 19 Aug 2010 16:30:25 +0000

Given the counterintuitive new research that has found that certain kinds of praise can undermine student motivation and achievement, I’ve been working over the past year to refine how I praise my students.

Here’s some very specific advice from NurtureShock co-author Ashley Merryman’s blog archive (to read the original, keep scrolling, scrolling, scrolling until you get to the post titled “How not to talk to your kids – Part 4″):

A common praise technique that people use (I know I did it with my tutoring kids… up til a few weeks ago, that is….) is to use a present success to control future performance. For example, if a typically-sloppy child writes an essay that’s atypically legible, a parent or teacher may say, “That’s very neat: you should write all of your papers like this.”

Even if it’s meant as sincere praise and encouragement, the research shows that’s not only an ineffective way to praise. In fact, like praising for intelligence – it can actually damage a child’s performance.

Here’s what is going on. While the first part of the sentence was positive, rather than focusing on that success, the latter part of the sentence (”You should write all like this”) was negative, doubly-so.

First, rather than simply focusing on the present achievement, the second half of the sentence reminds the child about all the past mistakes. Second, it’s an expression of pressure to continue at this level in the future. But the kid may think that the work he just completed was very difficult, and he doubts he can live up to these new expectations.

Even worse, a child who suddenly wrote more legibly did it on his own volition. But if the praiser qualifies the praise with the expectation of future performance, now if the child continues to perform, he’s not doing it because he wanted to: he’s doing it to fulfill the praiser’s expectation.

Basically, the whole exchange kills the kid’s intrinsic motivation to improve. Furthermore, studies have shown that children’s performance actually may go down: they will even intentionally underperform, just to show that they refuse to follow the attempted control. In other words, yes, they do badly just to spite you.

The better thing to have said was, “This is really neat,” and left it at that.

I have been waiting for a year for a chance to try this out with one of my own students. I finally had a chance to implement this a few days ago while tutoring a rising fifth grader online.

He did a particularly neat job of writing out a problem on the online whiteboard, so I told him, “You did a good job of writing that out neatly and lining up the decimal points and the columns.” That’s it. I didn’t say anything about how he should write future math problems.

When he wrote out the next problem much less neatly than the last, I didn’t say anything.

Without me saying anything at all, he scratched out the messy version. And then he started over and wrote out a new, neat version, all my himself.

As a tutor, I am so excited that this style of feedback encouraged him to manage this on his own, without any cajoling or controlling from me — just an objective assessment of what he did well.

And I love having this clear guidance from Ashley Merryman’s archive on how to praise my students without worrying that I’m doing it the wrong way.

It’s official: smart is the new gangsta

Rebecca Zook — Tue, 17 Aug 2010 04:23:39 +0000

I saw this shirt in the window of ~~Style Craft~~ Phat Gear, a hip-hop clothing store in downtown Hotlanta, while cruising by on my bicycle. I thought it might be fun to wear this while practicing multiplication hip hop!

The shirt is available here. (Or make a pilgrimage to ~~Style Craft~~ Phat Gear where they have it in stock.) Thanks to blogger Tim Merritt for taking the photo, which was the coolest one I could find of this shirt online!

No more girls versus boys

Rebecca Zook — Wed, 11 Aug 2010 20:52:36 +0000

“Men and women, shoulder-to-shoulder, will work together to make this a better world,” remarked Justice Ruth Bader Ginsburg recently at the Aspen Ideas Festival. “We will get there.”

While the festival addressed persistent gender disparity throughout our society, blogger Adriana Gardella reported that “speakers consistently rejected the notion … that women succeed at the expense of men.”

This hit home for me as an educator. Recently, as girls have closed the achievement gap in terms of math scores on standardized tests, some parents have asked, what about boys? If boys no longer outscore girls in math and science, and score behind girls in reading, will they be left behind in an educational system that seems to play to girls’ strengths? Or will men just become “obsolete” (as recently proposed by the Atlantic Monthly)?

I believe it’s not a zero sum game. When one group improves, it doesn’t have to be at the expense of anyone else. We can pull each other up.

Parents are concerned that boys—who generally need to move more and are usually more interested in math and science than reading—are being given the shaft in classrooms that, purposefully or not, promote values traditionally perceived as feminine, such as being obedient or sitting still and working quietly.

But a classroom that only encourages that kind of behavior isn’t good for girls either. Just because it’s easy for girls to sit still and work quietly doesn’t mean that they should all the time. Both boys and girls need to develop their own ideas and voices, learn to assert themselves, use their bodies, and make noise. And all kids, male or female, need to become both passionate readers and enthusiastic problem-solvers.

We all bring different strengths and weaknesses to the table—not just as gender groups, but as individuals. For example, my neighbor recently declared to me that “yoga is good for girls.” He felt that because he wasn’t flexible, yoga wasn’t for him.

I tried to explain that yoga is about developing both strength and flexibility. Many men are naturally more stable—strength comes easily to them, but they need to cultivate their flexibility. But for most women, flexibility comes easily, but they need to cultivate their strength.

To me, yoga is about the balance of opposites—the courage to develop what doesn’t come easily as well as the guts to use and celebrate what does.

I think it’s the same thing with education. It’s not about girls versus boys, or rewarding what comes more easily to one group over the other.

The best education will help each individual tap into the core of who they are and become the most radiant version of themselves possible. True education helps us both to trust what’s inside—to stand up for our own ideas and our own vision—and to learn to do things that don’t come easily.

Case Study: A 5th grader emerges as a successful student and enthusiastic mathematician

Rebecca Zook — Sun, 08 Aug 2010 22:40:59 +0000

When this student first came to me, her dad was concerned that she had lost interest in learning math. During the school year, it also emerged that the student was in danger of not passing fifth grade.

Here’s what worked for this student:

Supporting the student’s own efforts to be proactive
During one of our first math tutoring sessions, I pointed out to this student that numbers that end in zero are even. Somehow she hadn’t learned that before. To help herself remember this new fact, she spontaneously made up new lyrics to the tune of Michael Jackson’s “Beat It.” They went like this: “Even! Even! Numbers with a zero are even!”

The next time we met, I added to her original lyrics: “Even! Even! Numbers that end in zero are even! So are the numbers 2, 4, 6, 8. They are all even, and they’re all great! They’re even!”

She would sing the zero song whenever this topic came up. Not only did my student create a great way to remember this fact (and inspire me too), but singing also allowed her express her enthusiasm for math and let off a little steam.

Another time, she suggested we create a “Mistakes Log Blog” to help her analyze what mistakes she had made on a test that we were reviewing. I ran with this idea. When she wrote down where she’d made mistakes, the patterns became much clearer to her. In later sessions, she’d refer back to the “Mistakes Log Blog” when analyzing errors.

“Field trips”
In order to make concepts more concrete, we’d take field trips—to my living room, where we’d practice perimeter and area by measuring my rug, or to the kitchen, where we’d measure a round plate to show where the number pi comes from.

At my kitchen sink, we poured water between different containers to show the relationships between units of measurement. And we acted out word problems using food from my refrigerator. Field trips were way more engaging to her than sitting with a worksheet, so I tried to maximize this.

Multi-sensory learning
From taking all those field trips during math tutoring, I noticed my student benefited from hands-on learning. So we also used fraction overlays and math blocks from Math U See to build fractions and do “fraction of a number” problems. Using the manipulatives made abstract concepts concrete for my student, and really helped her “get” the material. Plus it was fun!

When I realized my student didn’t know her 9s times table yet, I taught her the Rockin’ the Standards song for the 9s, to the tune of the hokey pokey, so she would remember them forever. I also taught her the Place Value Rap to remember key facts about place value. Not only were these songs a great chance to stand up and play air guitar, but they were also an excellent way to internalize crucial material and build on the success of the Zero Song.

Managing focus
During the year, we met twice a week for either 60 or 90 minutes. If I noticed my student was losing focus, we’d take a break to jump up and down to rejuvenate ourselves. After a while, my student would ask to jump when she was having trouble concentrating. It might sound silly, but I was proud that my student was starting to pay attention to whether or not she was paying attention and that she knew how to refocus herself. (Thanks to Gretchen Rubin for inspiring me to try this!)

Brainology
When I realized my student was in danger of not passing fifth grade, I decided to use Carol Dweck’s Brainology curriculum, one of the most powerful motivational tools I know of to address one of the underlying cause of low achievement: low motivation. For several weeks, we would spend part of each tutoring session doing Brainology, which uses basic neuroscience to teach students that their brains are plastic and they can grow their intelligence.

My student enthusiastically embraced the Brainology program. She talked about the characters like they were her personal friends, and she responded to questions like “what is happening in your brain when you think?” with answers like, “Neurons are sending messages within a trillion connections.” She also used Brainology concepts like getting enough sleep and eating “brain food” while she was taking her end-of-year standardized tests (the CRCT).

The results
Three or four weeks after we began working together, her teachers reported a positive change in this student’s attitude. She started sitting in front, participating, and speaking up when she didn’t understand.

After about sixth or seven months of meeting twice a week, this student mastered the material, pulled up her grades, and successfully passed fifth grade. Her final math test score was so high that she was only either 10 points or 10 questions away from placing into the advanced math class in sixth grade. I am so proud of her!

What a Balinese dancing queen taught me about praise and encouragement

Rebecca Zook — Sun, 11 Jul 2010 22:06:47 +0000

It dawned on me in 2005. I was in Bali working with a renowned dance teacher every day for two hours to learn an intricate, difficult dance. I realized that if she told me that what I was doing was great, I would do the dance again and again and again for her out of sheer enthusiasm. And in doing it again and again, it would get even better.

After our lesson, I reflected on my response to my teacher’s praise and how I’d responded to criticism in the past. In a flash of self-understanding, I realized: If I’m doing something I love and you tell me I’m doing great work, I will work sooooooo hard! However, if you tell me that I’m doing terrible, I want to stop working and die.

Ever since, I’ve held this realization close to my heart. But now that I’m learning about all this new research about praise, I’m wondering: Is something wrong with me? Am I a praise junkie? Why am I so sensitive to what my teachers tell me?

When teachers have told me that I was doing bad work, or even worse, that “I didn’t have what it takes,” I would spend hours and hours of mental energy processing those statements. If I am so bad at X, how was I accepted into program Y? Am I so bad that I deserve to be placed with other students who really don’t seem to care? If I am incapable of achieving XYZ, how is it that I was able to achieve ABC? And on and on.

But now I’m realizing that those hours of processing negative messages never helped me learn a single note or dance move or improve in any way. In fact, some of those teachers’ discouraging statements led me to spend months or even years avoiding my true heart’s desire—or pursuing my true heart’s desire in utter solitude—out of fear that I was essentially inadequate.

In contrast, when I eagerly danced over and over for my Balinese teacher, I honestly don’t think I was seeking the reward of praise or avoiding the punishment of a scathing critique. I believe that her encouraging praise really fed my own intrinsic motivation. Maybe her praise couldn’t “hurt” me because I was intrinsically motivated. (Sort of like how the Book It Pizza Hut pizzas could never dim my love of reading.)

On the other hand, I notice a pattern when I look at the withering “feedback” that distracted me and discouraged me:
“You’ll never achieve…”
“You will never be able to …”
“You aren’t going to attend school for ….”
“I really don’t see you as [having the career you desire] but [in a completely unrelated career]”
“You think you know how to do X but what you’re doing is not X at all…”

These statements didn’t give me any clear direction on what to do differently to improve! What could I do to achieve my dreams? What did I need to learn to prepare for school? If I really didn’t know a technique or skill, how could I acquire it?

Those statements did not answer those questions. They were just judgment. They did not provide guidance, except perhaps “guidance” to abandon my dreams. (Needless to say, I never speak to my students this way.)

Then I remember my teacher in Bali. She did not come from a culture of excessive praise and self-esteem boosting. I believe in my heart that she really believed that I was doing well. She wasn’t just trying to make me feel good.

But now I realize that when she told me I was doing well, she wasn’t just praising me. She was engaging with me. She was going to continue to help me to grow and improve. But the other teachers’ statements were statements of disengagement. They were no longer interested (or able?) to help me grow and improve.

So maybe what really matters is engagement.

Dancing with my awesome Balinese dance teacher, IGA Raka

Five fun ways to help your kids learn math this summer (online!)

Rebecca Zook — Wed, 30 Jun 2010 20:56:19 +0000

I’m totally psyched! I have a new guest post up on mashable about five of my favorite fun technologies to help kids learn math over the summer — technologies which involve incorporate hip-hop, wailing rock guitar solos, talking calculators, brain science, and pirates.

So if you’ve ever dreamed of helping your kids learn their times tables by rapping, or just want to find some fun new ways to help your kids learn math this summer, click on over and check it out!

Malcolm Gladwell on Math and Persistence(2)

Rebecca Zook — Wed, 23 Jun 2010 18:44:16 +0000

In his book Outliers, Malcolm Gladwell spends a whole wonderful chapter discussing cultural attitudes towards learning math, and he wraps up by profiling the Bronx Knowledge is Power Program Academy (also known as “KIPP”).

With high expectations and extra-long school hours (among other things), KIPP takes students from poorest of neighborhoods and gives them a chance to pull themselves out of poverty. Founder David Levin observes that when students leave KIPP, “they rock in math.”

So how do they do it? For one, all students do ninety minutes of math every day. Eighth grade math teacher Frank Corcoran explains:

I find that the problem with math education is the sink-or-swim approach. Everything is rapid fire, and the kids who get it first are the ones who are rewarded. … It seems counterintuitive but we do things at a slower pace and as a result we get through a lot more. There’s a lot more retention, better understanding of the material.

Wow! I totally agree! Corcoran’s astute observations that math classes today have a sink-or-swim approach really resonated with me. I don’t think this approach is acceptable, because it leaves so many students behind. I used to be one of them.

When I revisted this quote, I loved hearing how having more time to go over the material helped both the students and the teacher relax, and how going over it more slowly actually helped them cover more material. That has totally been my experience in my tutoring sessions with students.

A sink-or-swim approach also perpetuates the myth that one is either a “math person” or “not a math person,” because it doesn’t give students a chance to fill in the missing pieces in their prerequisite knowledge, really internalize the material, or explore how they learn best.

Moving slower also helps students who otherwise would think of themselves as “not math people” to grow their math abilities through persistent effort, and creates a world richer for having more mathematicians in it!

On seriously owning your mistakes

Rebecca Zook — Wed, 16 Jun 2010 18:40:57 +0000

From The Week:

[Jim] Joyce, a veteran major league baseball umpire, last week mistakenly called a runner safe on a close play at first base on what should have been the final out, therefore costing Detroit Tigers hurler Armando Galarraga a perfect game.

Over 135 season and tens of thousands of major league games, only 20 times has a pitcher retired 27 straight batters without a walk, a hit, or an error. Joyce’s blown call denying Galarraga that 27th out, therefore, caused a national uproar.

To his credit, Joyce freely admitted after viewing the videotape that he should have called the runner out, and sought out the 28-year-old Galarraga to apologize. Clearly shaken, Joyce told reporters, “I just cost the kid a perfect game. It was the most important call of my life.” Galarraga hugged Joyce and told him to forget it. “Everybody’s human,” he said.

I was so moved by this that I cried. Mistakes are essential to learning, and we need to make it safe for kids to make mistakes so that they can learn. But we live in a world where it is so rare for anyone to publicly admit they made a mistake. Most public figures, instead of owning their failures, minimize or deny them. To see two public figures handle this huge mistake with such dignity and compassion really inspired me.