A Quote by Chris Baio

I had accepted a job being a math teacher for Teach For America. So, that's what I would have done at least in the two years after I graduated. — © Chris Baio
I had accepted a job being a math teacher for Teach For America. So, that's what I would have done at least in the two years after I graduated.
Indeed, there is something to be said for the old math when taught by a poorly trained teacher. He can, at least, get across the fundamental rules of calculation without too much confusion. The same teacher trying to teach new math is apt to get across nothing at all.
Parents teach in the toughest school in the word: The School for Making People. You are the board of education, the principal, theclassroom teacher, and the janitor, all rolled into two. . . . There are few schools to train you for your job, and there is no general agreement on the curriculum. . . . You are on duty, or at least on call, 24 hours a day, 365 days a year, for at least 18 years for each child you have. Besides that, you have to contend with an administration that has two leaders or bosses, whichever the case may be.
I had a Masters of Fine Arts, but so did thousands of other graduates every year, and we were all competing for the same jobs. I realistically didn't expect to become a teacher, and after two or three years, I accepted defeat.
Two contrasting attitudes: non-math person: "Math is so abstract." i.e. "hard to understand" math person: We abstract *in order to understand.* Part of our job is to teach people this latter mentality.
In middle school, I had the best math teacher I've ever had, and he was deaf... and I felt inspired by him. I knew from then on that I wanted to be a math teacher.
I thought about majoring in Math, Chemistry and English, but Math had the fewest requirements, so I went with it. I knew I wanted to teach, and Math was my field, so I studied Math.
My mother was an English teacher who decided to become a math teacher, and she used me as a guinea pig at home. My father had been a math teacher and then went to work at a steel mill because, frankly, he could make more money doing that.
It was a weird stage of my life, to leave Simon & Garfunkel at the height of our success and become a math teacher. I would talk them through a math problem and ask if anyone had any questions, and they would say, 'What were the Beatles like?'
The only time I saw a woman doing anything interesting - I had a math teacher who was a woman. So I decided, OK, I'll be a math teacher.
I liked my teacher very much and after some years of mediation, I began to teach meditation, referring all things that I didn't know to my own teacher.
I'd never been a teacher before, and here I was starting my first day with these eager students. There was a shortage of teachers, and they had been without a math teacher for six months. They were so excited to learn math.
This is what I would have done if I had to have a real job: I would have been a history teacher.
My first real acting job was 'Skins' at eighteen years old, and I just kind of grew into myself in those two years; I would have done terribly if I'd have got that job at sixteen.
I love math and was a math teacher for many years, so it was fun for me to write several math books, including 'Fraction Fun,' 'Calculator Riddles,' and 'Shape Up!' 'Fun with Triangles and Other Polygons.'
What I know is that if I was asked to teach mathematics in French for a week to young kids, I would do my homework and I think I could do a decent job. I don't think a degree in education would make me a better teacher. I sometimes teach in college. I don't teach for long periods of time, but I give workshops and I think I can communicate stuff. So, it's about communicating.
When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching. I went to teach seventh graders math in the New York City public schools.
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