AWARD: Dedicated to You

I woke up this morning with some sort of mixed feelings. Are you trying to be humble, stupid or a damn right snob? You mean that’s the questions you asked yourself? Yes and I’ll tell you why.

I was invited to a Gala dinner on the evening of June 20 and was surprised with an award.

An Award??? Yes

The Pearson Distinction Teaching Award 2012: FE Teacher/Lecturer of the year 2012 of the Eastern Region.

And you kept that quiet? I know I did Sorry!!!

That is why I’m dedicating this to you: My friend, My student, My colleague, my family members, blog readers. If not for you all I wouldn’t have got the award in the first place.

A big thank you to all my students. For 20 good years I’ve loved my job. Yes Its been really Hectic but I am so GRATEFUL to you all, Its been a learning curve and exciting journey I derive satisfaction from when I see you all achieve.

It is to you my students: young and old you nominated me and said GREAT things about me.

Thank you
Modupe

Essential Skills for Life

Mental mathematics is a challenge for a number of adults and pupils alike, you either know it or you don’t. The aspects that are tested in mental mathematics are: simple addition, subtraction and multiplication.

It might seem as if simple arithmetic is not essential but in real life, it is the basis of every monetary transaction whether you are purchasing something where you pay instant cash and need to be given change or you are a retailer and need to do some calculations.

It could be embarrassing at times if you cannot calculate simple change. How many people do you think lose a five pence, a ten pence or even a pound daily because they miscalculated the amount they paid a newsagent or a shopkeeper who thought it was their luck because the customer could not calculate?

Possibly that resonates with you and you say, ‘I’m rubbish at maths anyway.’ Well, maybe you are ‘rubbish at maths’ but that does not make it acceptable and certainly not fashionable.

When I was in my first year at secondary school, I had trouble understanding some aspects of the mathematics [although my mental maths has always been good], so I asked for help. Those I approached in my household could not help me and I remember at one point somebody said, ‘if you are not going to do anything scientific you would not need maths anyway,’ and I almost accepted that as a gospel of truth.

When I realised my flair for maths was disintegrating, I tried to look for solutions to help myself. I did not pass mathematics when I sat my exams the first time but I knew within me that it was something I could do, all I needed was time to practise-work out the sums and I am glad I passed it eventually.

Many parents or family members say the same thing about maths to their children today, why is it okay not to do well in or be rubbish at maths? This view is being debated in society today as the Telegraph of July 7 2012 brings to light that, ‘Sidelining maths is somehow acceptable, even fashionable.’ Arguing further the editor says, ‘No one would blithely state, “I’m not good at reading and writing”, but too often teenagers and their parents simply shrug and say “I’m no good at maths” as if it is a sign that they are creative sorts who are above what they caricature as mundane detail.’

I believe this is a point we should all look into as a parent or just a member of society in general. Mathematics in my view should be considered as a skill for life, not that we just know maths when we want to pass an examination then forget all about it. The more we actually determine to loosen the tied knots in our minds, the easier it becomes unless of course if it is due to a condition not just sheer laziness. Dr Dénes Szűcs cited in (Paton, 2012), argues that children develop the anxiety of mathematics during the primary school years which could have adverse effects later in mathematics education.

If that happens to be the case, all of us have a responsibility to ensure we grasp the basic concepts of mathematics, particularly the younger generation.

How can we all help?

Switch the TV off sometimes and get your child or ward to recite the multiplication table.

Let your conversations while journeying around in the car or bus centre around figures once awhile. For instance how many red cars can you spot before we get to our destination? On the way back do the same and ask them to add how many they identified in total. It could be fun for your child and at the same time you are getting them to do some simple arithmetic. How easier could it get?

Do not let your child go to the eateries with their Nintendo games instead, use the time that you considered ‘being together’ to actually do things together. Think of fun things that you could all observe which would allow for some multiplication, addition or subtraction. You would realise that even if you thought ‘maths wasn’t your thing,’ you are not as bad as you really thought you were. If you are really bad, ask your child the method, he or she used when you asked them to do a fun task and reflect on that idea afterwards. After all we are all learning aren’t we?

So, before you criticise the government reforms, your child’s teacher or even your teacher, see mental arithmetic as what we should all be involved in on a daily basis and play your own part well to ensure we are a society who do not just press numbers on a phone but calculate them in our heads.

Mentoring

Mentor, mentorship, mentoring, have you ever mentored anyone? Has anyone ever mentored you?

The issue of role models is currently discussed in society today. In football and various sports men and women are reprimanded due to misconducts. Such people are penalised or suspended for a while then get back to their job or career. For about a week or so the issue of misconduct in the banking industry has hit the headlines causing people to point fingers. I have no problem with the boss or bosses of banks being brought to justice but shouldn’t we all be looking at our own lives to consider how much we are contributing to the success or failure of the young people around us?

Who is a role-model or mentor? According to the Merriam-Webster online dictionary, a mentor is “a trusted counsellor or guide.” In addition, Richardson Jr. (2005) sees mentors as people who have the qualities of good role models. It is argued that mentoring of young adults could become remarkably successful when the focus is on caring for the whole person rather than just the academic or vocational achievements.

Numerous financial and human resources have been invested in apprenticeships however, going a step further to offer mentoring support is likely to enable a young person to have not just a glimpse of the financial world but an understanding of how to keep a job, develop good and effective relationships with others, consider having an integrity and not being self-centred. Cartwright (2008) suggests mentoring is one of the most important predictions of success.

Research has shown that many professions organise mentoring programmes for interns or newly qualified professionals and have succeeded immensely. Why then can we not roll such programmes out to young people/adults across the entire education spectrum, particularly if we are concerned about the whole person? Wouldn’t it be beneficial to our societies if we all get involved in some sort of mentoring to ensure the next generation become enlightened in every sphere of their lives?

Attributes of Mentors:

Availability: A mentor would be approachable and available at all times. Possibly your mentorship is done voluntarily or as a paid job, whatever the situation it is expected that a mentee can approach the mentor without the feeling of encroaching on the person’s time.

Knowledgeable: A mentee looks up to the mentor for guidance with some confidence that the mentor is cognisant with ‘the system’ and understands the unique issues a mentee could be facing. Such awareness could positively contribute to the social, psychological and physical well-being of the mentee.

Supportiveness: One of the quintessential characteristics of a mentor is to effectively support a mentee. Not only does the mentor offer support, she or he encourages and guides the mentee through lives choices.

Passionate: A passionate mentor has the ability to instil perseverance, urging the mentee to pursue their goals rigorously.

Empathetic: Let your mentee know you are someone to rely on. Be an active listener who communicates understanding and care.

The list of attributes mentioned above has not been exhausted-there are many more. Nevertheless, mentors would no doubt benefit from some form of training Greenback (2006), because the mentor who cares about the whole person is likely to be successful. Providing a smile or showing a sense of connection would allow a mentor to become a catalyst for general development.

Five things every mentor needs to remember:

Mentoring is not a ‘quick-fix’ programme-do not offer all the answers on a platter of gold.

Allow your mentee to mature- it is more productive if a mentee tries things out for themselves. If they err then the mentor could offer support.

Only assume a mentoring role if you feel it is appropriate for you. Mentoring is not about power.

Although mentoring is an avenue to offer captivating anecdotes, not all the things that intrigue you move your mentee.

Mentees are not mentored for life.

Do you consider yourself a mentor? Are you willing to volunteer as a mentor or are you possibly paid to be a mentor? There is someone not too far away from you who would benefit from your acquired skills, experience or knowledge. Mentoring can be rewarding particularly when what you say or do has a positive effect on the life of somebody else. Are you a role-model? Are you a person of integrity? You could influence a life positively and you could start today.