Previous Activities For Newark Academy
Jv Girls Basketball
Varsity Girls Softball
Middle School Boys Baseball
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Middle School Boys Soccer
Varsity Girls Softball
Middle School Boys Baseball
Jv Boys Soccer
Varsity Girls Soccer
Middle School Boys Soccer
Current Activities
7th grade Advisor
Yearbook Advisor
Web Photographer
7th grade teacher of Pre-Algebra, Pre-Algebra Honors, and Algebra 7
Yearbook Advisor
Web Photographer
7th grade teacher of Pre-Algebra, Pre-Algebra Honors, and Algebra 7
My Self evaluation
![Picture](/uploads/1/4/9/7/14974254/5746419.jpg?0)
I am in the middle of my thirtieth year of teaching in the middle school at Newark Academy. I have taught all levels of math in the middle school, ranging from the 6th grade regular section to the 8th grade Algebra 1 Honors class. I currently am teaching one section of Pre-Algebra, two sections of Pre-Algebra Honors and two sections of Algebra 7. I have worked very hard to perfect the teaching of my courses by using different techniques to help my students remember the material that they are covering. For example, when we cover simple interest in Pre-Algebra, I talk to them about getting a car loan for their first new car and how to calculate the interest and the monthly payments. I try to use as many practical real life situations as I can to get them to see the reason for covering the material. When we do the infamous two train problems in Algebra, I give them examples that they can relate to and I use their names in the word problems, in order to give them ownership of the problem.
I continue to work at making changes in my teaching styles, and try to learn new things by attending math workshops (NCTM Conferences in 2001, 2005, and 2010), and attending many of the technology workshops offered by the by the school. I was one of the first of a group of teachers to use the smart board in my classroom and I use it for almost every lesson. The math department has a goal this year to do tutorial videos for a chapter in each course in order to build a resource library for our students. When they get home and can’t remember how to do a topic that was covered in class, they can download a quick refresher of the material. I will be working on mine this winter. My school objective is to learn how to use the Sentio Quick Response system that works with the smart board software to get answers from students to questions that appear on the smart board. I will continue to do the math songs, as it gives the students a creative way to remember a topic. Some Alums still remember their songs years after graduating from N.A. and excitedly sing part of it to me at the reunions.
I have reviewed my student evaluations and have been very pleased with the feedback I have received. Most students say they like that we can have fun and joke around a little while we learn math, which makes the class more enjoyable. They like that they can get extra help almost every day at lunch. My students say that they like my thorough explanations of the material and the fact that I get the tests back to them the next class day. They feel that I care about them as students and as people outside the classroom.
I reviewed my advisor evaluations from last year, which I found to be positive. My advisees like me and feel that they can come to me for most questions and concerns. They feel that I am helpful in guiding them through their academics and they feel that they can come to me for most situations that may arise. I did notice that seventh grade girls have a difficult time coming to me for personal problems ( boyfriends and trying to join into the " in crowd " ) I would guess that it is much like the fact that most girls will go see their mother as opposed to their father when it comes to situations that deal with emotions.
I continue to be the Advisor to the Polymnian, which is very demanding and time-consuming, due to proof reading, picture taking and trying to motivate the editors. Amanda Addison is my assistant this year and I am hoping that she will take over the advisor position next year and I will assist her for a year and then step down. I have been involved with the yearbook as either the assistant or advisor for 25 years and it is time to let someone else take the reigns.
I have been the Web Photographer for over ten years. With the big change in the look of our web page, and the continual need to keep adding new pictures so the web page does not become stagnant, my responsibilities have increased. In my role of yearbook advisor, photographer and web photographer I take pictures at most of the school events. The Athletic Office uses my pictures for sports assemblies. I photograph team pictures for the Great Hall and the plaques that the senior athletes receive. I have been the photographer for the junior prom for many years. I have also been called on by the Advancement Office to photograph some of their various events.
During the summer I work on the maintenance staff, helping with summer school traffic, mowing, weed trimming, painting and repairing various things around the school. It is always interesting to see the way that people look at me as a person on the maintenance squad as opposed to as a teacher.
In summary I would say that I contribute a great deal to the school community as a teacher, advisor to the yearbook, seventh grade advisor, photographer, and grounds keeper. I also contribute a great deal in many other aspects of the school. The students appreciate it when they see me supporting their work by watching them in a play, athletic event, dancing on stage or by chaperoning an event. I frequently am there getting pictures for the yearbook or for the web page but that only requires about fifteen pictures. The rest of the time I am there to support the kids and to show them that I care. I am not a flashy teacher. I teach math skills to middle school students who need structure and a step by step method for doing a topic with an explanation of how it works and why. I provide that for my students. I believe that Algebra 1 is one of the hardest courses for most of our students because it is like teaching them a new language. By the time they reach Algebra, there has been a great deal of repetition. Now they have variables that are used like numbers and they have word problems that use variables for unknowns. I work very hard to help them through this material. As you can see from the note that Brenda Hamm wrote to Tom Ashburn I do a good job of preparing my students for future courses here at Newark Academy. I continue to remain engaged and excited by work in the middle school, and I hope to continue growing as a teacher, advisor and mentor of young people.
I continue to work at making changes in my teaching styles, and try to learn new things by attending math workshops (NCTM Conferences in 2001, 2005, and 2010), and attending many of the technology workshops offered by the by the school. I was one of the first of a group of teachers to use the smart board in my classroom and I use it for almost every lesson. The math department has a goal this year to do tutorial videos for a chapter in each course in order to build a resource library for our students. When they get home and can’t remember how to do a topic that was covered in class, they can download a quick refresher of the material. I will be working on mine this winter. My school objective is to learn how to use the Sentio Quick Response system that works with the smart board software to get answers from students to questions that appear on the smart board. I will continue to do the math songs, as it gives the students a creative way to remember a topic. Some Alums still remember their songs years after graduating from N.A. and excitedly sing part of it to me at the reunions.
I have reviewed my student evaluations and have been very pleased with the feedback I have received. Most students say they like that we can have fun and joke around a little while we learn math, which makes the class more enjoyable. They like that they can get extra help almost every day at lunch. My students say that they like my thorough explanations of the material and the fact that I get the tests back to them the next class day. They feel that I care about them as students and as people outside the classroom.
I reviewed my advisor evaluations from last year, which I found to be positive. My advisees like me and feel that they can come to me for most questions and concerns. They feel that I am helpful in guiding them through their academics and they feel that they can come to me for most situations that may arise. I did notice that seventh grade girls have a difficult time coming to me for personal problems ( boyfriends and trying to join into the " in crowd " ) I would guess that it is much like the fact that most girls will go see their mother as opposed to their father when it comes to situations that deal with emotions.
I continue to be the Advisor to the Polymnian, which is very demanding and time-consuming, due to proof reading, picture taking and trying to motivate the editors. Amanda Addison is my assistant this year and I am hoping that she will take over the advisor position next year and I will assist her for a year and then step down. I have been involved with the yearbook as either the assistant or advisor for 25 years and it is time to let someone else take the reigns.
I have been the Web Photographer for over ten years. With the big change in the look of our web page, and the continual need to keep adding new pictures so the web page does not become stagnant, my responsibilities have increased. In my role of yearbook advisor, photographer and web photographer I take pictures at most of the school events. The Athletic Office uses my pictures for sports assemblies. I photograph team pictures for the Great Hall and the plaques that the senior athletes receive. I have been the photographer for the junior prom for many years. I have also been called on by the Advancement Office to photograph some of their various events.
During the summer I work on the maintenance staff, helping with summer school traffic, mowing, weed trimming, painting and repairing various things around the school. It is always interesting to see the way that people look at me as a person on the maintenance squad as opposed to as a teacher.
In summary I would say that I contribute a great deal to the school community as a teacher, advisor to the yearbook, seventh grade advisor, photographer, and grounds keeper. I also contribute a great deal in many other aspects of the school. The students appreciate it when they see me supporting their work by watching them in a play, athletic event, dancing on stage or by chaperoning an event. I frequently am there getting pictures for the yearbook or for the web page but that only requires about fifteen pictures. The rest of the time I am there to support the kids and to show them that I care. I am not a flashy teacher. I teach math skills to middle school students who need structure and a step by step method for doing a topic with an explanation of how it works and why. I provide that for my students. I believe that Algebra 1 is one of the hardest courses for most of our students because it is like teaching them a new language. By the time they reach Algebra, there has been a great deal of repetition. Now they have variables that are used like numbers and they have word problems that use variables for unknowns. I work very hard to help them through this material. As you can see from the note that Brenda Hamm wrote to Tom Ashburn I do a good job of preparing my students for future courses here at Newark Academy. I continue to remain engaged and excited by work in the middle school, and I hope to continue growing as a teacher, advisor and mentor of young people.
Review from Tom Ashburn of my role as a 7th grade Teacher
![Picture](/uploads/1/4/9/7/14974254/1037732.jpg?0)
December 4, 2012
Dear Scott,
Thank you for the invitation to visit your Algebra 1 Honors - 7 class today. The class is comprised of 8 boys and 5 girls and the desks were arranged in a “U” shape with several students seated at desks in the middle of the configuration. Prior to the bell, students entered the room in good spirits and quickly got their homework out and began discussing their answers to the homework. As you checked the nightly homework, students continued to work well with each other, and it was clear you have established an environment where your students are comfortable working with each other to improve their understanding of the material.
After you reviewed the correct answers to the homework, you asked students which of the problems they wanted to review. You acted as a scribe at the SMART Board as students talked you through the problem. The rest of the class remained engaged as several students talked you through the material. You acted as a guide, reviewing the problems and pointing out where students can further reduce or where common mistakes are made. When Nicholas made an error in his computation, you seamlessly pointed out the error in his math without making him feel that he could not complete the problem. An informal poll of the students revealed they took twenty to forty minutes to complete the homework assignment, which seems just right for this advanced level class.
The topic for the day was absolute values with inequalities. As you worked through some examples at the board, your explanation was presented in a clear, calm fashion. I noticed that you dropped your voice during the explanation, and your students were with you. When Zak asked a question about some material you had just explained, your trick for noting if it was an “and or an “or” problem helped the whole group.
I was impressed that all of the students seemed to take excellent notes. Although you let one student take ownership of each problem, you called on other students to help out in clarifying why a specific operation was taking place.
Towards the end of the class, the discussion centered using negative numbers and absolute values in equations. The class became quite animated as you moved through the various possibilities of greater than and less than. It was great to see them wrestling with the concept, and, in the end, I think it left them with a deeper understanding of the material.
You have a serious engaged group of sixth and seventh grade students in your class. I appreciated how you have created a respectful environment that builds student confidence and skill in Math. Your students often speak about your clarity and willingness to provide extra help, but I was struck by the serious, relaxed ethos that permeates your class.
Thank you for all you do on behalf of our students as a veteran member of the faculty in the middle school.
Sincerely,
Tom Ashburn
Middle School Principal
Dear Scott,
Thank you for the invitation to visit your Algebra 1 Honors - 7 class today. The class is comprised of 8 boys and 5 girls and the desks were arranged in a “U” shape with several students seated at desks in the middle of the configuration. Prior to the bell, students entered the room in good spirits and quickly got their homework out and began discussing their answers to the homework. As you checked the nightly homework, students continued to work well with each other, and it was clear you have established an environment where your students are comfortable working with each other to improve their understanding of the material.
After you reviewed the correct answers to the homework, you asked students which of the problems they wanted to review. You acted as a scribe at the SMART Board as students talked you through the problem. The rest of the class remained engaged as several students talked you through the material. You acted as a guide, reviewing the problems and pointing out where students can further reduce or where common mistakes are made. When Nicholas made an error in his computation, you seamlessly pointed out the error in his math without making him feel that he could not complete the problem. An informal poll of the students revealed they took twenty to forty minutes to complete the homework assignment, which seems just right for this advanced level class.
The topic for the day was absolute values with inequalities. As you worked through some examples at the board, your explanation was presented in a clear, calm fashion. I noticed that you dropped your voice during the explanation, and your students were with you. When Zak asked a question about some material you had just explained, your trick for noting if it was an “and or an “or” problem helped the whole group.
I was impressed that all of the students seemed to take excellent notes. Although you let one student take ownership of each problem, you called on other students to help out in clarifying why a specific operation was taking place.
Towards the end of the class, the discussion centered using negative numbers and absolute values in equations. The class became quite animated as you moved through the various possibilities of greater than and less than. It was great to see them wrestling with the concept, and, in the end, I think it left them with a deeper understanding of the material.
You have a serious engaged group of sixth and seventh grade students in your class. I appreciated how you have created a respectful environment that builds student confidence and skill in Math. Your students often speak about your clarity and willingness to provide extra help, but I was struck by the serious, relaxed ethos that permeates your class.
Thank you for all you do on behalf of our students as a veteran member of the faculty in the middle school.
Sincerely,
Tom Ashburn
Middle School Principal
Review from Derek Kanarek of my role as a member of the Math Department
![Picture](/uploads/1/4/9/7/14974254/8023599.jpg?0)
Scott,
Thank you for inviting me to join your Algebra 1 Honors – 7 class, fifth period on 12/3/12. I enjoyed your class’s lesson on solving absolute value equations, and even more than usual because I had taught my section the same lesson earlier that week!
It was clear within the first five minutes I spent with you and your class that you have forged an expert balance between fostering the strong, supportive relationships that seventh grade students need and providing the firm classroom structure that you feel helps seventh grade students thrive. Before the bell rang to start class, your friendly banter with each student who walked in made it clear that students feel at home in your classroom and free to be themselves. Once the bell rang, the room quieted and you began methodically reviewing students’ homework assignments and got the class off to an efficient start in reviewing the skills of the previous lesson. Students raised questions that gave them trouble and their classmates shared ideas about how to step toward the solution, all facilitated by you at the board.
Throughout the class, you held a light but firm style in classroom management that kept the lesson humming along with students focused on the work of the day. Your questioning style during the modeling and practice of the new skills of the day was quick and lively, getting many students involved and drawing out the quieter students. Your students clearly trust you to present the new skills well and thoroughly. You controlled the pace of discussion very well, slowing down when necessary to clear up conceptual errors for a single student when possible. In all, you have expertly crafted a positive and supportive learning environment for your students, striking the right balance for your seventh graders.
Throughout the lesson, you stepped the students carefully through increasingly more complex problems that developed and extended the seemingly simple process of solving absolute value equations. You consistently graphed the solutions on the number line and raised open-ended questions wondering at the midpoint and length of the line segment with the solutions for endpoints, and I admired your contentment with moving on to the next example without resolving the conceptual mystery there and then. In our post-observation chat, you mentioned that you knew that they would crack the code on their own with enough opportunity and just a touch of scaffolding from your questioning, and their realization of the underlying connection toward the end of the lesson felt like a true high point for the students. Throughout the lesson, you consistently demonstrated a mastery of content knowledge and a high level of instructional effectiveness.
Given that this letter will also form a part of your substantial review, I want to take the opportunity to discuss your contributions to the department and to the life of the Academy. In the department, we particularly value your fine tuned instincts for working with the middle school age group. Your former students in my higher level classes are routinely nostalgic for your class, happy to recall all that they learned and the fun that they had doing it. The “math song assignment” in particular allows the students to have fun through self-expression while also making the topic of the song surprisingly “sticky.” The department has benefitted these last two years from your leadership in mentoring Rob in the middle school office, and I have personally very much enjoyed co-teaching Algebra 1 Honors and Algebra 1 Honors – 7 with you. Your collegiality and professionalism is apparent to all who have the pleasure of working with you in each of the varying ways that you add to the life of the Academy, whether in academics, sports and arts photography, your leadership of the Yearbook office, or your many contributions to the facility during the summer. I look forward to collaborating with you for years to come!
Submitted respectfully,
Derek Kanarek
Chair, Mathematics Department
Thank you for inviting me to join your Algebra 1 Honors – 7 class, fifth period on 12/3/12. I enjoyed your class’s lesson on solving absolute value equations, and even more than usual because I had taught my section the same lesson earlier that week!
It was clear within the first five minutes I spent with you and your class that you have forged an expert balance between fostering the strong, supportive relationships that seventh grade students need and providing the firm classroom structure that you feel helps seventh grade students thrive. Before the bell rang to start class, your friendly banter with each student who walked in made it clear that students feel at home in your classroom and free to be themselves. Once the bell rang, the room quieted and you began methodically reviewing students’ homework assignments and got the class off to an efficient start in reviewing the skills of the previous lesson. Students raised questions that gave them trouble and their classmates shared ideas about how to step toward the solution, all facilitated by you at the board.
Throughout the class, you held a light but firm style in classroom management that kept the lesson humming along with students focused on the work of the day. Your questioning style during the modeling and practice of the new skills of the day was quick and lively, getting many students involved and drawing out the quieter students. Your students clearly trust you to present the new skills well and thoroughly. You controlled the pace of discussion very well, slowing down when necessary to clear up conceptual errors for a single student when possible. In all, you have expertly crafted a positive and supportive learning environment for your students, striking the right balance for your seventh graders.
Throughout the lesson, you stepped the students carefully through increasingly more complex problems that developed and extended the seemingly simple process of solving absolute value equations. You consistently graphed the solutions on the number line and raised open-ended questions wondering at the midpoint and length of the line segment with the solutions for endpoints, and I admired your contentment with moving on to the next example without resolving the conceptual mystery there and then. In our post-observation chat, you mentioned that you knew that they would crack the code on their own with enough opportunity and just a touch of scaffolding from your questioning, and their realization of the underlying connection toward the end of the lesson felt like a true high point for the students. Throughout the lesson, you consistently demonstrated a mastery of content knowledge and a high level of instructional effectiveness.
Given that this letter will also form a part of your substantial review, I want to take the opportunity to discuss your contributions to the department and to the life of the Academy. In the department, we particularly value your fine tuned instincts for working with the middle school age group. Your former students in my higher level classes are routinely nostalgic for your class, happy to recall all that they learned and the fun that they had doing it. The “math song assignment” in particular allows the students to have fun through self-expression while also making the topic of the song surprisingly “sticky.” The department has benefitted these last two years from your leadership in mentoring Rob in the middle school office, and I have personally very much enjoyed co-teaching Algebra 1 Honors and Algebra 1 Honors – 7 with you. Your collegiality and professionalism is apparent to all who have the pleasure of working with you in each of the varying ways that you add to the life of the Academy, whether in academics, sports and arts photography, your leadership of the Yearbook office, or your many contributions to the facility during the summer. I look forward to collaborating with you for years to come!
Submitted respectfully,
Derek Kanarek
Chair, Mathematics Department
Review from Don Austin
![Picture](/uploads/1/4/9/7/14974254/5665679.jpg?0)
December 4, 2012
Scott,
I enjoyed visiting your Algebra I Honors class last week. The 12-student class consisted of eight 7th graders and four 6th graders, eight boys and four girls. The make-up of the class immediately made me wonder why the boys outnumber the girls so dramatically. I will be interested in your thoughts on that question.
The class began as you moved around the room to check homework individually. This exercise is something the students expect, and they were ready and waiting. Although you did not collect the assignment, the verification that the work was complete and thorough has clear value. Again, it made me wonder whether this is standard operating procedure for all your classes, and indeed for other math classes.
Much of the day’s lesson focused on graphing the “line of best fit” for inequalities. You effectively and patiently explained the topic and used a graphing application of the white board to show students how to graph solutions. You also sought to provide a “real world” example when this approach would be used. Students were engaged and attentive. You had Giulia and Maria come to the board. The overall atmosphere was relaxed, and there was some gentle joshing going on. Towards the end of this section, a few students became restless and a little chatty.
The second major part of the lesson focused on presenting the new chapter on inequalities, compound inequalities and absolute values. Students quickly settled down and paid careful attention to your explanation.
The class concluded as you assigned the homework for the next class.
My overall impression of the class was very positive. You have a careful and methodical approach to teaching, and the students respond positively. They answer willingly and frequently, and they clearly know the material. Even the students, like Luca, who might be tempted to distract or be distracted, are favorably influenced by a class dynamic that keeps the focus on math. There are many bright students here, and they are being challenged in a healthy learning environment.
Three questions for your reflection:
1. Your style is teacher-centered. Nonetheless, you call on students frequently and involve them by asking them to come to the board. Do you provide opportunities for the students to explain new concepts or concepts covered on homework?
2. What outlets for student creativity exist in the Algebra 1 Honors section? Much of the algebra experience today (and all of it when I was in the 7th grade) is focused on a methodical problem-solving, usually following a prescribed template. What is the place of imagination and creativity in the math classroom?
3. This is arguably a very small class. Is there any reason why an advanced group like this could not function effectively with 16 or 17 students?
I appreciate your dedication and professionalism, and thank you for your many contributions to Newark Academy.
Scott,
I enjoyed visiting your Algebra I Honors class last week. The 12-student class consisted of eight 7th graders and four 6th graders, eight boys and four girls. The make-up of the class immediately made me wonder why the boys outnumber the girls so dramatically. I will be interested in your thoughts on that question.
The class began as you moved around the room to check homework individually. This exercise is something the students expect, and they were ready and waiting. Although you did not collect the assignment, the verification that the work was complete and thorough has clear value. Again, it made me wonder whether this is standard operating procedure for all your classes, and indeed for other math classes.
Much of the day’s lesson focused on graphing the “line of best fit” for inequalities. You effectively and patiently explained the topic and used a graphing application of the white board to show students how to graph solutions. You also sought to provide a “real world” example when this approach would be used. Students were engaged and attentive. You had Giulia and Maria come to the board. The overall atmosphere was relaxed, and there was some gentle joshing going on. Towards the end of this section, a few students became restless and a little chatty.
The second major part of the lesson focused on presenting the new chapter on inequalities, compound inequalities and absolute values. Students quickly settled down and paid careful attention to your explanation.
The class concluded as you assigned the homework for the next class.
My overall impression of the class was very positive. You have a careful and methodical approach to teaching, and the students respond positively. They answer willingly and frequently, and they clearly know the material. Even the students, like Luca, who might be tempted to distract or be distracted, are favorably influenced by a class dynamic that keeps the focus on math. There are many bright students here, and they are being challenged in a healthy learning environment.
Three questions for your reflection:
1. Your style is teacher-centered. Nonetheless, you call on students frequently and involve them by asking them to come to the board. Do you provide opportunities for the students to explain new concepts or concepts covered on homework?
2. What outlets for student creativity exist in the Algebra 1 Honors section? Much of the algebra experience today (and all of it when I was in the 7th grade) is focused on a methodical problem-solving, usually following a prescribed template. What is the place of imagination and creativity in the math classroom?
3. This is arguably a very small class. Is there any reason why an advanced group like this could not function effectively with 16 or 17 students?
I appreciate your dedication and professionalism, and thank you for your many contributions to Newark Academy.
Review from Carol Spooner of my Role as an advisor
![Picture](/uploads/1/4/9/7/14974254/1355171059.jpg)
Advisor Commentary for Scott Johnson December 2012
Scott is a dependable and competent advisor for students in the 7th grade. Teaching many of them in his math classes, Scott is a keen observer of adolescent behavior and development. He recognizes when something or someone is “out of sorts” and takes the necessary proactive steps to support the advisee. He does so with a balanced approach of clear, direct advice and supportive listening. When students have the opportunity to request an advisor, Scott’s calm nature and ability to see beyond the drama that 7th graders can generate are key reasons for their desire to be in his group. Additionally, they see Scott as approachable, willing to listen and helpful with their concerns.
During the 7th grade team meetings, Scott provides insights on 7th grade students from both his teaching and advising perspectives. He does so with relevant detail and follows-through on any action plan that is suggested. On 7th grade trips, Scott is an actively involved chaperone that works cooperatively as part of the chaperone team.
I am appreciative of Scott’s participation as a 7th grade advisor. His approach, responsible engagement while encouraging self-sufficiency, is one that is critical to the success of young teens. I look forward to his continued work as a middle school advisor.
Sincerely,
Carol Spooner
School Counselor
Scott is a dependable and competent advisor for students in the 7th grade. Teaching many of them in his math classes, Scott is a keen observer of adolescent behavior and development. He recognizes when something or someone is “out of sorts” and takes the necessary proactive steps to support the advisee. He does so with a balanced approach of clear, direct advice and supportive listening. When students have the opportunity to request an advisor, Scott’s calm nature and ability to see beyond the drama that 7th graders can generate are key reasons for their desire to be in his group. Additionally, they see Scott as approachable, willing to listen and helpful with their concerns.
During the 7th grade team meetings, Scott provides insights on 7th grade students from both his teaching and advising perspectives. He does so with relevant detail and follows-through on any action plan that is suggested. On 7th grade trips, Scott is an actively involved chaperone that works cooperatively as part of the chaperone team.
I am appreciative of Scott’s participation as a 7th grade advisor. His approach, responsible engagement while encouraging self-sufficiency, is one that is critical to the success of young teens. I look forward to his continued work as a middle school advisor.
Sincerely,
Carol Spooner
School Counselor
A Note to Tom Ashburn from Brenda Hamm
December 3, 2012
Tom,
You may remember that I mentioned to you early on in the year that as a teacher of 8th graders who are in my Algebra I Honors course I have found the kids who had Scott as a math teacher last year to be noticeably well prepared for this year. Their mathematical skills, study habits and foundational understanding of pre-algebra math are really excellent. As math teachers we expect to have to review the material from prior years before moving forward into the new concepts. It was such a pleasant surprise to find Scott’s kids much farther along the spectrum of math knowledge than is, I think, typical. I am grateful for the work he accomplished with these kids when they were 7th graders because I am able to jump right into interesting algebraic concepts without issue. It is also clear that he accomplished this with compassion and good humor because his kids enjoy math and each other, and have a great fondness for Mr. Johnson.
I was talking with Scott today and he mentioned that his substantial is coming up this month. I hope you will share my thoughts with the solons of Scott’s substantial review.
Thanks. Brenda
Tom,
You may remember that I mentioned to you early on in the year that as a teacher of 8th graders who are in my Algebra I Honors course I have found the kids who had Scott as a math teacher last year to be noticeably well prepared for this year. Their mathematical skills, study habits and foundational understanding of pre-algebra math are really excellent. As math teachers we expect to have to review the material from prior years before moving forward into the new concepts. It was such a pleasant surprise to find Scott’s kids much farther along the spectrum of math knowledge than is, I think, typical. I am grateful for the work he accomplished with these kids when they were 7th graders because I am able to jump right into interesting algebraic concepts without issue. It is also clear that he accomplished this with compassion and good humor because his kids enjoy math and each other, and have a great fondness for Mr. Johnson.
I was talking with Scott today and he mentioned that his substantial is coming up this month. I hope you will share my thoughts with the solons of Scott’s substantial review.
Thanks. Brenda