MA

TH

VS

. EN

GL

ISH

:

THE STATE OF THE ACADEMIC DETANTE

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LABELS

The academic landscape islittered with divides.

High School sees people as lumpedinto:

JocksBand GeeksNerdsMyriad of other groups

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LABELS

These labels eventually fade, in college since we have to take classes.

We get recategorized as "English people" or "Math People."

Experience tells us that these labels of "English" and "Math" people arefundamentally misplaced.

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ENGLISH VS. MATH

These two labels are where the"academic detante" lies.

Each side:

Extols it's virtuesArgues the inferiority of the otherGenerally refuses to budge on its stanceIs caught at this impasse, amassingpeople, in the hopes of trying to find thatfinal nail in the coffin for the other side'sstance.

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LABELS

But the truth is:

There are no"Math people" and

there are no"English people."

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A TEACHER'S INFLUENCE

These categories sit on amuch deeper foundationwhere the real divide is:

"Got-It" or "Not-It"

If you are a "Got-It", youhad a teacher thatpresented the material ina way that made senseIf you are a "Not-It"then... you didn't.

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A TEACHER'S INFLUENCE

The ramifications here do a lot to explain why tutoring can be sosuccessful.

Private tutoring means the instruction is tailored specifically to meetthe needs of a child with whom they are working.

Teachers are in a difficult position of having to teach to over thirty students.

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A TEACHER'S INFLUENCE

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We Teach the Way You Learn!

The most effective way for anyone tolearn is their learning style, and it isideal to have the instructor both beaware of a student learning style andto adapt to it.

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LEARNING STYLES

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WHY DO WE LABEL OURSELVES?

The impulse, still, is to keep these distinctions of "Math" and"English,” of course.

These are the more obvious linesto draw in the sand, becausethey are reinforced by ourclasses and grades - we see ourperformance in these disciplinesboiled down to a letter, tellingonly how well or poorly we did.

We take up our literary and formulaic arms, not pausing to realize that Englishand Math are inextricably linked; there are specific domains of Math (graphtheory) that, among other things, model English, and these ideas cannot becommunicated without proper command of the English language.

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CROSSING THE DIVIDE

Let's replace the "Math" and "English" split with "Got-It" or "Not-It"

We all have the potential to be English people, and we all have thepotential to be Math people

We just need someone to convey the material in the way it makes sense to us, forwhichever subject we may be learning.

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CROSSING THE DIVIDE

Except for History,

I have no explanationfor how those Historypeople can do it.

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