Olga's supervisor at MBHS, Marion Tang, Assistant Principal, has reinvented math at her school. Olga, whose math background is equivalent to a PhD, was fascinated when the sorceress taught her that zero was the midpoint of the number line :

Her rationale is that <------------------------|0 and 0 |-----------------------> have the same "length" ! She is saying, for instance, 5 is not the midpoint because
- infinity <---------------------------------|5 is [0,5] longer than
5|--------------------------------> + infinity, and that line of reasoning applies to any number other than 0. Phewww! Because Olga would never espouse this kind of nonsensical math, Tang hit her with a deluge of U-ratings -- used to document her "incompetence". The DOE is now seeking her termination ! If this is not an institutional abuse, tell me what is. NYC Public Schools are full of inumerate supervisors like Marion Tang, and yet, even Obama has the audacity to suggest merit pay in school reform. Bro, as long as incompetent supervisors like Tang are around -- they abound in NYC publics schools -- ,implementing the merit pay will be a bloody farce. To my misfortune I met the worse of the worse : Michael Wiltshire, Principal ( an academic cheat and sexual predator) and Yvonne Adonai, an unfit AP whose inferiority complex makes her resentful as hell toward teachers she cannot hold candle to. Only nepotism explains why she holds a mere bachelor in math (obtained in her natal Guyana), when a master's is a must to teach in the state of NY. In Fall 2004, within ten weeks these lowlives gave me 4 U-ratings after 4 lesson observations to document my "incompetence". For good measure they banished me to the rubber room on trumped-up corporal punishment charges.
In his two reports, Wiltshire's "recommendations" confused postulates with theorems, undermining his U-ratings, but the gun-for-hire arbitrator would not depart from his mission. The 3020-a section of the Education Law allows teachers accused of incompetence to choose between a single arbitrator and a three-member panel to address the charges. In the collective bargaining Randi Weingarten betrayed us when the three-member panel option was eliminated. It was ignoble because we are now at the mercy of the DOE.
What about Adonai ? She has trouble understanding this infinity thing ; she does not understand why these two sets {0, 1, 2, 3, 4, 5, .............to infinity } and {0, 2, 4, 6, 8,....... to infinity }have the same "size", even if the latter is a subset of the former : the chunk is as big as the whole, yes ma'am. Although it is a childplay to prove it -- give me any whole number n, I will match it with an even number 2n , and vice versa -- , this proves to be overwhelming for the unicellular's mind.
The reader understands by now why the rubber room is populated with people like Olga and myself. Nobody denies the existence of an unsavory subpopulation of the rubber room that deserves to be there. However, the fraud of the century, entertained by Klein and Bloomberg and the New York Post and other media sycophants, consists of tarring us all with the same brush.
Below, in her own words , Olga contrasts her teaching methods with Marion Tang's. She would greatly appreciate if knowlegeable people email her their comments to ovbatyreva@gmail.com.
QUESTION
|
MARION TANG'S ANSWER |
OLGA'S ANSWER |
| What is the best home work policy? |
to write the answers of home works on the board |
to collect and check home works after classes |
| What is the best method of assessment of an efficiency of a Math lesson when the aim of the lesson is problem solving? |
by asking questions and sending 2-3 students to the board |
by independent practice of solving problems when all students' worksheets (handouts) are collected and graded after classes |
| What is the best method of creating Math tests? |
one version of tests for all students of all the classes |
several versions of the tests for each class |
| What should a teacher do when students are working on the board? |
to circulate around the classroom without paying attention on what is going on with the problems on the board |
to be focused on the work on the board |
| What should a teacher do if a student working on the board made a mistake or did not know how to continue the work? |
to call another student |
to give the same student hint/ prompt or help in order to give him/her chance to finish the problem (maybe, with teacher's help) and to avoid the comparison between students |
| What should a teacher do if a student asked him/her individual question? |
to address the question to the whole class that may result in students' laughter |
to answer the question privately |
| What is the best teaching strategy during the lesson? |
all students should do the same assignments all the time |
to use differentiated instruction and give students different assignment according to their different abilities |
| Do students need to learn computational skills before studying Algebra? Should they be able to calculate without Calculator? What should teachers do if they found out that their students did not know computations? |
to allow them to use Calculator and teach them Algebra without knowing Arithmetic |
to teach them to calculate without Calculator and to learn computational skills |
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