Showing posts with label billy. Show all posts
Showing posts with label billy. Show all posts

Wednesday, July 7, 2010

Week 21: Tell Me Why [Ain’t Nothin’ but a Mistake]


Tell Me Why [Ain’t Nothin’ but a Mistake]
Billy becomes a mere proxy through which I air my grievances against the world. Is it fair for me to project my own frustrations onto him? Am I asking too much?
“What’s nine times eleven?” I ask.

“Uhh…”

“Use the eleven-trick.”

“Ninety-nine!”

“And nine times twelve?”
Billy starts counting on his fingers, but quickly gives up after realizing that 9 x 12 is too unwieldy a summation to subdue with fingers alone. He can’t remember, and doesn’t understand multiplication well enough to realize that 9 x 12 is just a hop-skip away from 9 x 11. And so he gives up, head collapsing into forearms crossed in quiet resignation on the table.

This has become an all too familiar scene, and it leaves me feeling as trapped and hopeless as he does. We spent weeks learning about what multiplication means. Why doesn’t he get it? Am I pushing him too hard? Is it my fault? Am I a bad teacher?

Or is it him? Is he incapable of learning? Have his parents and their liberal Waldorf approach to education spoiled and coddled Billy into a state of un-teachable complacency?
“Okay, shake it out.” I tell him (“shake it out” is our code word for “empty your mind and start over from the beginning”). He lifts himself from the table, shaking his head and flailing his arms vigorously. “Good. Now, again, what is nine times eleven?”

“Ninety-nine.” he answers.

“Good. Why? Why does nine times eleven equal ninety-nine?”

“Because of the eleven trick.”

“Wrong. The eleven trick helps us remember that nine times eleven equals 99, but it doesn’t tell us why nine times eleven equals ninety-nine.”

“Oh.” He nods in feigned understanding. But I know better.

I ask him to open up his journal and read the entry from a few weeks ago when we first started learning about multiplication: “Multiplication is an addition shortcut. It is an easy way to add the same number over and over again.”
Something about his recitation strikes a nerve...

All my revulsion over literal interpretations of religious texts the world over, and the mental slavery such readings impose; all my contempt for a “people’s movement” that perpetuates the superficial form of marriage over the real tradition of love, simply because “that is how it has always been;” all the weight of the world comes into sharp focus over the head of an unsuspecting 8 year old boy…who promptly bursts into flames and dies a shrieking heat-death.
“So why does 9 x 11 = 99? If you tell me it’s because of the 11-trick, I’m going to throw you out the window.”

Billy giggles a disarming giggle: “No you won’t!”

“Okay come on, I’ll help you.” I write 9 x 11 and its lengthy vertical addition form on a piece of paper. “9 x 11 is the same as 9 + 9 + 9 + 9 + 9 +… 9—how many of them?”

“11 of them!”

“Right. And 9 + 9 + 9 + 9 + 9 +… 9 is equal to 99. That’s why 9 x 11 = 99. 9 x 11 is the same as adding 9, 11 times, which is the same as 99. Now watch what happens when we add one more nine.”

I add an additional 9 to the vertical addition problem. “Now we are adding 9, 12 times. Do we really need to add 9, 12 times?”

“Yes..?” he offers meekly, studying my face for clues.

“No!" I snarl, slamming my fist down on the table. "We know that 9 x 11 = 99, so we can just skip all the way to the end here, and add just one more 9 to get 108. 9 x 12 = 108. This is why multiplication is called an addition shortcut. It’s okay to memorize your times tables, but it’s not okay to forget why. If you don’t know why 9 x 12 = 108, you don’t really know anything.”

I write the word “why” in his notebook, furiously tracing dark blue circles around it with my pen. “If you don’t know why,” I repeat, jabbing the paper repeatedly with the tip of my pen, “you don’t know anything!”

Wednesday, June 30, 2010

Week 20: When Change Changes Everything


For Ian Choo  

When Change Changes Everything
On the arbitrary foundations that make up our worldview, and the limits of reason:  Do we have ten fingers because the universe is base-10, or is our universe base-10 because we have ten fingers?  

If you can count to ten, you can count to a hundred; and if you can count to a hundred, you can count to a thousand; and if you can count to a thousand, you can count to ten thousand—and so on. 

But it all starts with ten. “If you can count to ten,” I explain to Billy, “you can count to anything, even infinity."

We play the infinity game for a while: him asking me how big infinity is, or infinity plus one, or infinity plus infinity, followed by infinity plus any finite quantity his puny mind could come up with ad nauseam.

I wish he would have asked something cooler, like “Why 10?” What is so special about the quantity described by the number ten (henceforth referred to simply as “the number 10”) that we base our entire mathematical system and almost all of modern society on it?

10 isn’t some fundamental constant of the universe; it doesn’t embody some transcendental truth. I think it’s safe to say that our choice of 10 as a quantitative base was an arbitrary but natural result of evolution: we just happened to have ten fingers that were perfect for counting.
Of course, if I were more Biblically inclined, that previous paragraph would have read like this:
10 is a fundamental constant of the universe; it embodies the transcendental truth of God. It’s safe to say that our choice of 10 as a quantitative base was not arbitrary, but decided for us by God: He designed us in His own image to have ten fingers for counting His ten transcendental quantities. All Base 2 systems (and hence our entire digital revolution) are the work of the devil, and all Base 5 systems (such as those used in Southeast Asia) are rooted in godless Theravada Buddhism.
But what if we didn’t live in a base-10 world? What if we evolved 12 fingers (base-12), or decided to use both fingers and toes (base-20), or just the fingers on one hand (base-5)? 

What if instead of fingers we evolved demonic hooves (base-2)?

When I’m alone, I like to fantasize about life in a world that isn’t base-10. I am never able to explore these realms in any depth. The foundation of my worldview is so strongly grounded in our base-10 system that my head spins and it becomes physically and mentally anguishing to try and imagine anything else. 

I think this is my brain trying to tell me that it too has limits: that it is not infinitely adaptable to change. When pressed, my brain becomes like a union worker threatening to strike: I will stop working (and you will suffer immensely) if you keep pushing me!

And thus have I come to understand the pain of a shattered belief system. This pain is why Europe was embroiled for centuries in wars over religion, and why separation of church and state is so important today. It is what pitted a Union against a Confederacy in the American Civil War, and it is why today we fight bitterly over the form of marriage even though we all fundamentally agree on its function. 

It is why people still cling to their Bibles, and cling even harder when you try and take them away.

Change is hard. Change is painful. Change is another crack in the foundation of your worldview—the foundation of all that is just and good and moral—that must be repaired. 

When someone wielding a giant sledgehammer comes knocking on your door, you batten down the hatches and prepare for the fight of your life. When pressed, you can commit acts of atrocity never before seen upon your fellow man: better to go down with your ship than to abandon it.

When change changes everything—you have nothing left to lose.

Wednesday, January 27, 2010

Week 1: Mathematical Expression


"This is SO HARD!" he exclaims as he throws his head back, a tortured look on his face. We had been working through some basic addition flashcards for the last 45 minutes, and by some I mean about 10. 5 minutes of awkward finger counting per problem: it was painful for us both.

"Of course it's hard. You're learning a new language. Learning a new language is always hard." I explain. 

He scratches his head. "Huh?"

"Math. Think of it like English, or Chinese, or Turkish. It's just another way of speaking to other people."

He looks at me like I'm crazy. I tear out a fresh sheet of notebook paper and set up a horizontal grid. I sketch a rough circle in the leftmost box, point to it, and ask him what it is.

"A circle." he responds. 

"Right. So in English, we say circle. I write 'circle' in the second box. "How do you say this in Turkish?"

"Uhh...yu-ah-rruj."

"Okay..so in Turkish it's yooo-ahhh-rruj." Billy giggles as I struggle with the word. I add my phonetic interpretation to the third box, and then begin writing the Chinese character for circle in the fourth box.

"What is that?" Billy asks, leaning forward in his chair for a closer look.

"This is Chinese for circle. This character is pronounced: yuan." 

"Wow cool!" Billy picks up his pencil and tries to copy the character.

"Yep. Now watch this." I write the mathematical equation for a circle in the last box. "Do you know what this says?"

"X-two plus y-two equals 1!" he proclaims. His attempt is valiant. I laugh out loud.

"It says circle. This is how we say 'circle' in math--in the language of math. You read it like this: x-squared plus y-squared equals 1."

"Did Einstein create this? My dad says Einstein was the smartest guy in the world."

"Well, he didn't really create this. But if you showed this to him, he would know that it says circle. He spoke math."

"Can I speak math?" 

"Yes, you can speak some math, but you still have a lot more words to learn."

Friday, January 22, 2010

Congratulations! It's a Boy!


I received a response to my ad! The kid, we'll call him "Billy", is in 3rd grade, and his parents feel like he is behind his classmates in mathematics. They would like me to assess where Billy is, and then to "go from there". Talk about ambiguous situations!

Wednesday, January 20, 2010

Craigslist

Introduction
Looking for a K-12 tutor, mentor, or governess? Some strange mixture of all three? Well look no further! I am a teacher at heart: not a teacher in the sense that I want to teach kids how to do math or write an English paper; but a teacher in the sense that I want to show them that math and science and English are so much more than just a-b-c and 1-2-3. I want to empower others with the same passion for lifelong learning that, for me, has opened my eyes to a beautifully interconnected world of limitless possibilities.


Read more, decide if my background is a good fit, and then contact me at xxxx@gmail.com to set up a free trial session!

Fast Facts
  • UC Berkeley Graduate (Class of 2006, B.S. Mechanical Engineering)
  • Professional IT Consultant (ranked top 15% of class for last 2 consecutive years)
  • Experienced mentor/tutor (Project SMILE: mentor/tutor for elementary school youth)
  • Quick-learner. Knowledgeable in all K-12 Math, Science, English, Social Studies subjects (graduated top-10 of HS class)
  • Rates vary from $20/hr to $50/hr depending on how many hours you can commit to.

Why I Am Doing This
I am that rare blend of individual who is both passionately idealistic and fully endowed with the intellectual ability and skills necessary to turn my dreams of a better future into reality. In the past, my Chinese sensibilities would have prevented me from indulging in such a conceit, but after having traveled extensively through the “motherland”, I have come to realize that the only thing Chinese about me is the food that I eat. More and more, the American in me grows more confident, more assertive. It tells me that, no matter what, I will always land on my feet; therefore, I should quit my job and take a risk. And so I listened. I have decided to take a hiatus from my generally successful yet utterly uninspiring career to dabble in some starving artistry (this is where YOU come in) before heading back to graduate school this fall for a Masters in City Planning. I’m not doing this because I’m some misguided, altruistic, anti-capitalist do-gooder; I’m doing this because I want to live forever, and the only way to live forever is through the timelessness of the ideas that you incubate and share with others. Like Suze Orman says: people first; then money; then things.


What I Teach
  • Math/Physics/Chemistry/Any Science: I love math. I love the mechanics of math, and I love the idea of math even more. I love the unique perspective of the world that my strong mathematical grounding has given me. I have a special place in my heart for Calculus, but Algebra, Geometry, Trigonometry, and Linear Algebra are all equally loved. I appreciate the great irony of physics and chemistry: whereby reshaping our understanding of the universe has helped us to better understand ourselves.
  • English: As an “engineer”, my love for and command of the English language often catches people off guard. 75% of my professional career thus far has been spent writing. I write both professionally, and for leisure: that is, English, for me, doubles as both a tool for basic communications, as well as a medium for more nuanced, artful expressions of the soul.
  • Mandarin Chinese: My family is from Southern China, where Cantonese is the lingua franca, but growing up I was instructed in the language of the imperial court. I studied Mandarin from ages 9-15 (not very diligently), and then from 21-23 (much more diligently). I have a standard, respectable Beijing accent, which impresses mainlanders, but annoys my parents. I can read, write, and converse at an intermediate level. I can also speak Cantonese, which really helps when ordering dim sum.

What My Former Clients Have Said About Me
  • “The ability to seek out common threads, to simplify without being simplistic, is a critical skill for any successful consultant, which Earl has proven himself to be. In his role as a transition partner, Earl was responsible for teaching a new team member about our enterprise work scheduling system. His ability to balance a grasp of detailed complexity against the need to see past that complexity served him very well in that role. It is a common mistake in these types of “training” roles to simply describe different features and functionality in isolation.  Earl, understanding that IT is about more than just technology, helped his partner develop a framework for understanding how all the pieces fit together. The system was more than just a piece of technology: it was a confluence of people, process, and technology, and Earl understood that the technology could only be fully understood in that context.“  -Director @ [Namewitheld], December 1, 2009 
  • “Earl significantly exceeded the expectations of a first year analyst along all dimensions. His performance was clearly more consistent with that of an experienced analyst. I could not have been more pleased with Earl's contribution. He demonstrated the ability to immerse himself in training to master complex skills and complete highly complex deliverables. His mastery of both the detail and the big picture content made him the de facto leader among the analysts working on this effort. Earl remained committed to the project long after he had been assigned to a fulltime client role. He showed an extraordinary level of commitment and a great attitude throughout the effort.” -Senior Executive @ [Namewitheld], May 22, 2008 
  • “Earl combines uncompromising customer focus with the ability to understand both business needs and IT constraints, striking a harmonious balance between the two. He developed and maintained strong relationships with the business and IT teams, drawing out the information needed to build a solid foundation for requirements. Knowledgeable, smart, organized, diligent, and efficient, he picks up new processes and technology quickly and consistently meets and exceeds expectations.” -Sr. Project Manager @ [Namewitheld], October 21, 2009 
  • “Earl worked with me as a Business Analyst on a project I was asked to step in and briefly manage while the established PM was on holiday. Without Earl's self direction and commitment to "getting it done", the project would not have smoothly moved forward in the short time we had to complete scoping and requirements. Earl is an excellent listener / questioner which allowed him to translate business concepts and processes into refined requirements. He clearly evaluated all scenarios and options and translated these into very well written / documented requirements, putting the project on solid ground for success. It was a pleasure to work with Earl, given his great attitude and abilities. I wish he was the assigned BA for all my projects!!” -Sr. Project Manager @ [Namewitheld], July 27, 2009