Aug 102016

Another #BlAugust post! Doing great and creating habits here.


This morning I was walking to the the office across campus, I saw a person standing outside a building looking around. He looked kind of lost, which is not unusual on campus this time of year, so I asked if I could help him. He was looking for the science building, so we started across campus.

Now, it used to be that I would have just showed him where he wanted to go and said goodbye, BUT, I am working hard at being more outgoing.

So, after a moment of hesitation, I reached out and said, “Hi, I’m Glenn Waddell” and offered my hand. He said “Hi, my name is xxxx xxxx” and offered his, and told me he just dropped off his daughter for the R.A. training.

Bells went off in my head, because the last name was kind of unusual, so I asked if his daughter was yyyy xxxx?

Sure enough, it was. His daughter is a sophomore participant in NevadaTeach!

So, because I was willing to shake his hand and introduce myself, I had the privilege of walking across campus with the wonderfully nice person, telling him how much I loved his daughter, and telling him a little more about the program.

You know what. We just cemented a relationship that will last. On a university campus, he randomly bumped into someone who not only knew who is daughter is, but knew her enough to say nice things about her and give him a mini tour of the campus. That is the kind of outreach that will last a long time.

I hope I made that persons day. I hope he drives home thinking about what a wonderful place UNR is, and how supportive NevadaTeach is.

And I learned that shaking a hand and making introductions isn’t that hard (although I know it, and I do it, and I still hesitate so often) and it pays off tremendously.

I made someone smile and feel good today before 9am.

My day is complete.

Now, get back to work, Waddell!

Feb 022016

On Friday last week at the end of the Step 1 class we were talking about engagement, high fives, enthusiasm, and why we are teachers. The conversation started with these two questions:

  1.  Write about a lesson / teacher who you remember using a 5E model.
  2. Write about a lesson / teacher who you remember did NOT use a 5E model.

The conversation led to the idea that the teachers they remembered from #1 were teachers the learners in class remembered fondly, they remembered their classes with enthusiasm, and they remembered specific lessons from those classes. The teachers in category #2 were still good teachers (I did stress this) but the entire conversation was less enthusiastic. No lessons specifically were brought up, and it the words “favorite teacher” was never mentioned. As in, not even close.

And then I challenged the class. “What category of teacher do you want to be?” I let them think about it.

And then, I brought up the fact that I had high fived them the last two weeks. I asked why they thought I did that, and how did it make them feel. The conversation was epic. They realized how connected and interested just that one little thing made them.

At this point, after I explained my High 5 philosophy.

Then, as I do, I ask, “What other questions do you have?” That opened the door.

One question was, “Why do you call us learners?” Answer, because students study, and I don’t care how much you study. I care how much you learn, so I refuse to call you students. Also, if you have students in the room, then you also have …. [they said a teacher] … So, if I call you learners, that what am I? A learner, too. And I promise, I will learn as much from you this semester as you learn from me.

After I explained about my “learner” philosophy, someone in the class said, “You should make a mix tape.”

That statement stuck with me all weekend.

So, here is a mix of Waddell’s greatest hits. Now, before you say, “Well, anyone can be egotistical enough to write these,” know that I did not write these. I asked my learners from last year on Facebook to tell me what stuck with them. These are things they reported almost a year after being in my class. This is “My Mix Tape.”  My comments are in [].


“I don’t care how much you study, I care how much you learn.”

“If it was easy, it wouldn’t be worth your time.”

“You can’t memorize math, you have to learn it to understand.”

“Things don’t ‘cancel’ out.”  [did you know teachers use the word “cancel” to mean as many as four or five completely different things? This is a huge pet peeve of mine.]

But this is the whole quote of what was written: “Things don’t cancel out.” I know it was for math because things don’t disappear they become a 1 or 0 but it applies to life on how things don’t just disappear and cancel out. There are reasons, hurts, joys, etc that come. There is so much more to things than just “canceling” them.  [Seriously, can I cry now?]


“You’re awesome remember that.”

“Use your Awesome brains.”

“You have all the knowledge, remember to use it.”

“Stop complicating things take a second look.”

“Once you know the basics to math, you know everything you need for any problem.”


And, finally,
Learner #1: You were and are the most amazing teacher I have ever had
Learner #2: Can I second that?



Okay, Now I have some tears. For realsies.

Oct 142015

Okay, it was yesterday, but I was crazy busy and didn’t post it.

Yesterday, out of the blue, one of the learners I had three years ago tweeted this:


This is one of the times that makes me proud to be a teacher. It also makes me proud to know that I have had a positive impact on other learners who didn’t tell me this, but who are experiencing it daily.

Rock on, Cassidy. You make me smile. Thank you!

Aug 152015

At #TMC15 I shared my favorite of the “High 5”. Richard Villanueva is awesome enough to record them all and post, so I will just share the video of what I said. It is short and sweet:

There is the video. I want to stress a few points.

  1. Giving high fives to my learners absolutely changed me. I got 150 high fives every day. How can you NOT be in a great mood getting 35 high fives several times a day, every day.
  2. I am serious. I didn’t teach math. I taught people the subject of math. The high fives was just one step that demonstrated this philosophy.
  3. This was an evolution of my approach that on the first day of class scared me to death. I was freaked out and thinking that it was going to be a massive failure.
  4. I was wrong.
  5. It was the single thing I did all year long that had the greatest impact on my classroom environment, my relationship with my learners, and my own personal attitude.

I wrote about it last year as it occurred:

Before school started: August 10th: School started on the 11th.

After 1 week of school: August 20th

After 1 month of school: August 27th

I finally EARNED a high five from my one holdout: September 10th  : This is the one high five I am most proud of.

That was last year. Then #TMC happened. After #TMC15, several teachers told me they were going to try it. We had several Twitter conversations about it at different times with different teachers. A sample is below. And this is ONLY a small sample of the more relevant tweets.






And here are some captured images from @misscalcul8. Elissastartpic2Elissa2 elissa3  Elissa1 And finally: pic1Elissa    

Let’s pause and reflect a moment.    What effort did it take me to give a high five? Very little. I had to get over my introvertedness. I had to fight my impulse to just stand there and say hi, and I had to make the effort to actually acknowledge each learner one at a time with the motion. I had to grab some hand sanitizer afterwards as I was walking into class. …. 

Yea, that is really what it cost me. That’s it.

Not to diminish the fright / frustration / and uncomfortableness that the introversion creates, but getting over it did not damage me in any way.  

What did I gain? My learners received the one on one acknowledgement from me every day. They walked into my classroom looking forward to the personal contact that went beyond the subject and touched them personally. Learners who were just standing in the hallway saw it and started asking for a high five every day. They recognized that it was something to get and feel good about themselves.

It changed my outlook on the class period. Every period be came a 1st period of the day. Every period was a “good morning” because every period started with 30 to 35 high fives. How could every period NOT be a fresh start, a clean slate, and a new beginning. It changed the class outlook towards me. I wasn’t just that weird math teacher (and I was) who wore strange socks everyday (because I did). I was also the math teacher who treated them like human beings. I also was the math teacher who acknowledged they were weird learners (because they were) who struggled with the ideas (because they did) and who needed the reassurance that if they kept trying they would get it (because they absolutely DID.)  

The cost / benefit analysis there is pretty clear. What it cost me was very little. What I gained was huge. What my learners gained was even greater.  


I am not teaching high school anymore. I am teaching college and the standards are different, the expectations are different, and the stakes are different. Guess what I am NOT going to give up. I think these outcomes are too valuable. It will definitely be a radical departure for the college setting. It is worth it.  


Edit: Some research to back up why it works:   More teachers on board! Yay!    








These next three go together. Wow, the power in these three tweets.




Amy posted on her blog the following paragraph.

High fives at the door. Glenn’s “my favorite” has been popular for good reason. It is simple, but we have already discovered it is powerful. My colleagues and I decided to make it a department thing, and also roped in the two non-math teachers in our hallway. So the 200 hallway is officially the “high-five hallway” at our school. I am surprised by how something so small has already helped me feel more connected to my students, and how the classroom atmosphere gets an immediate boost. You just can’t be too grumpy after a high-five.

Chris Shore said:

High 5’sGlenn Waddell (@gwaddellnvhs): Glenn was right. Offering the High 5’s at the door does more for my mood and mental preparation for the class than it did for the kids.

Bob, on his blog, said:

GREETING STUDENTS WITH HIGH FIVES – Intertwined with all of the mathy goodness of Twitter Math Camp this past July was a simple and powerful device for student engagement from my friend Glenn Waddell – the High Five.

Each day last year, Glenn met his students at the door to give them a high five – a simple, caring gesture to establish a positive tone for class. I often meet students at the door before class or linger in the hallway for informal chat, but I love the tradition and rapport Glenn establishes here and hope to emulate it.

Lisa, on her blog, was even more positive about the effects:

After five days of being at the door and high fiving students, students are positioning their books to be ready to give me a high five as they approach my class. I have had students high five me in the hall when I am not at my door and walking in the hallway (when I don’t have a class). It makes me smile.

This is only one paragraph of a much longer post by Lisa, but you get the sense right there something amazing is happening.

Stephanie Bower tried it too. Her post says so much about it.

Most of the time, the high-fives give me a chance to gauge the moods of each student in a split-second. (Glenn pointed this out too.) I can tell by the tone of their high-five, the way they return my verbal greeting, and their body language if something is “off” that day.


[And yes, that graphic is golden, and will be stolen and reused. Forever.]

highfiveclub Thank you @conniehamilton.

May 292015

Wow, it has been a while since I posted anything, and I need to share a ton of things I have done. I predict that I will post a lot in the next several weeks. The school year is winding down, but my learners are ramping up. Grad school is down for the summer (with the exception of an independent study on activity theory) so I have much more time to write.

My learners are working on their final exam / projects, and they are hating me right now. They realize that the stats has a purpose, and that it is far harder than they thought. The handout for my assignment is here if you want to use it, or see what I required.

The only reason I veto projects are because it is too easy, too hard (and it is my opinion for that, although we discuss the reason why so they have an opportunity to revise and make it appropriate) or if the subject matter is just too sensitive / personal and it is in the realm of professionals, not high school learners.

Below is the list of surveys / observational studies / experiments that my learners have decided to undertake this year, broken up by period. It is a rather impressive list!

———Period 2———–

  • Social media use / grades
  • How do adults / teenagers differ in choosing restaurants
  • Does quizlet or flashcards help more in learning vocab (using ancient Sumerian words?!)
  • Does education really affect income (using census data from several zipcodes in the city)
  • Is there an association between a school’s weightlifting records and win/loss at sports?
  • Is sex ed successful?
  • Does involvement in club cheer affect grades (4 different age groups)
  • Do taller people run faster, looking at high school, college and Olympic atheletes?
  • Does appearance have an impact on grades?
  • General questions about tobacco use and quitting
  • Which costs more, male or female beauty products?
  • Quality of life of the parents / learners in school
  • Which area of the city has more trash on the sides of the roads?
  • Does music affect memory (experiment)?
  • How do you use social media?
  • What is your perception of LBGT issues?

———Period 3———–

  • How does sports affect grades?
  • Are oreos really double stuffed? (I never showed my class the story on this, this team came up with it on their own! Love it)
  • Is bullying an issue, how large?
  • Are drivers more likely to stop at a stop sign when they are being watched?
  • An experiment on what type of information changes learners opinions on drinking age.
  • Does work hours affect GPA?
  • Does being exempt from an enrichment class at school affect GPA?
  • Are cheetos packaging regarding number of pieces correct?
  • Does social media use hurt GPA?
  • Is the dress code at school appropriate?

———Period 5———–

  • Does the sugar content of cereals affect the placement of the cereals in the grocery store?
  • Does music affect memory?
  • An experiment on whether or not gender effects whether or not people help with dropped books in the hallways.
  • How does our school compare to other schools in the community service of the learners?
  • Does sexism exist in the high school population?
  • Does the perception of animal rights change from learners to adults in the building?
  • What kinds of social media is most prevalent & how should the school use social media?
  • Who is bullied most over social media, males or females?
  • How does M-M vs. F-F & hair length affect the attitudes towards GLBT youth in stores (a very daring observational study)
  • What drugs are prevalently used in the high school per grade level?
  • Is marijuana use a problem in the high school?

As you can see, there is a huge variety (and some major overlap) between the different classes and projects. Each group is working their way to answering their questions, with the final exam being a presentation of their results.

Always exciting.

Nov 062014

I haven’t posted in a while, mainly because I am just so happy with how my classes are going. I will focus on Alg 2 here, because these awesome learners are just knocking my socks off.

I am in the polynomial unit, knee deep in graphing, and increasing, decreasing, relative mins, relative max’s, absolute mins, etc. This is the problem set we were working on today in class:


Here are the questions I ask (docx format) for every single graph, from lines all the way through sin & cos at the end of the year.

Yes, some of these are going to be Does Not Exist. That is okay. Just because we don’t need to think about asymptotes with cubics does not mean we shouldn’t ask about them.

A little back story before I say something about my learners. I used to teach the textbook. I admit it. I sucked, horribly. My learners did not connect anything with anything and they did not see how to connect topic from one unit to the next. I was frustrated. So I first came up with my list of functions in (h,k) form, wrote it on my board and changed how I approached algebra.

2014-08-10 15.43.46

That was a win. But, then I was frustrated because every time I changed the graph, added an exponent, I had to teach a new set of vocab, but everything was the same; so why was I teaching new stuff? Why couldn’t I teach all the vocab up front, and then just explore the heck out of each function family?

Short answer was, I could. So, I did. That is where the form above came from. I introduced it last last year, and used it and modified it and tweaked it and the learners responded.

Enter this year, this class. I have everything set on day 1. We entered the year thinking about connections and planning our math and discussing end behaviors of lines (wow, that was easy, hey, they are always the same!, etc). Then quadratics, and we completed the square to get vertex forms, and we factored, and saw how intercept, standard and vertex forms were all the same function, and and and.

Enter polynomials.

We have done them from standard form, and done the division to get intercept form, we have broken these guys down every which way. I have tossed them fifth degree and fourth degree polynomials, they didn’t even blink. “Oh, so this just adds a hump to it.” I have explored more in polynomials this year than ever before.

And, since it is a constant review of prior material (“If this works with quartics, will it work with quadratics too? Yes”) I am constantly cycling and eliminating the mistakes my learners made in previous sections and on previous exams.

Which brings us to the problem set above. That is a killer set. The 4th and 5th are tricky, and they struggled. Until one of the class members said, “Don’t all we have to do is distribute them and so it is just a bigger distribution problem?”

Done. And. Done.

Now, of course there is a nicer way to do it. Substitute “u” or some other variable in for (x-3) in the fourth problem so you are multiplying binomials first. It saves time. BUT, it was not necessary to show it. They know distributing, so distributing is what works and they rocked the socks of of it.

So, why have I not been posting much? Because I have been enjoying the heck out of teaching. These learners are taking these ideas and running with them.  And I love it and them.

Sep 112014

Today was my quiet day, only two classes. But, I was busy all lunch upgrading my learners calculators!

2014-09-11 12.28.03  Yes, that is the pile I have done today at lunch. About 5 learners have already come in and picked their calculator up, thank goodness. I am a bit nervous having $1200 of calculators sitting on my shelf, especially when they are not mine!

This is one of the things that we don’t often realize takes up a ton of time. The learners don’t realize that these things have operating systems, and that the operating systems change from time to time. When learners are buying calcs on eBay (which I always encourage because TI=ripoff) the calcs often come with out of date OS’s and are lacking functions that truly make the calc useful.

For example, look at the following two prompts, both come directly off of the TI-84:

TI-84NEWvs.  TI-84OLD


Which one of these screens would you rather see when typing in information?  Me too. The left one is much more friendly.  I say at the beginning of my class, every day for the next two weeks, “You want me to make sure your calculator is updated. Please come see me.” We had a 2 minute discussion of what the current versions were the other day when we were talking calculators too.

I think this is the biggest change so far this year on the calculator front. Last year, I had 5% of my learners ask me to update their calcs. This year, I am up to around 40% already. That is worth it. I am really annoyed in May when someone says, “Yea, I knew there was something about updating, but I never bothered.” That person probably is not trying for a 5.

How to make this process easy? For the NSpires, have 2 4 port hubs with cables plugged in. This allows you to shove out updates to 8 similar calcs all at once using the Teacher Software.

For the TI-83 and 84’s you have to update one at a time, but it is fairly quick using TI-Connect.

Oh, and it helps if you have a directory that looks like this: calc directory

All the current OS update files, old update files (bcs the NSpire must be updated to 1.7 before you can take it to 3.9), 83, 84, 84C images, etc. I download all the new files when they update (2 times a year for the NSpires, really TI?)

What a pain in the butt. But it helps my learners.


AP Stats:

Not much happened today. It was a continuation of yesterday (same content, different period). Tomorrow is my 3 in a row stats day.  I am going to challenge them with some bad graphs and another short relay card race on contingency tables. Then, moving on to 1 variable quantitative stats. Yay!

Alg 2 Honors:

It was an AMAZEBALLS Day.  We did this exercise with one quadratic function. Just one. But the conversation we had was so amazing. I gave then one, factorable function in Vertex form. Then we started going to town. The “wow, look at the connection here” and “oh, I get it why it was this!” and “wow, this is all the same stuff!” was terrific.

The homework was to do one more.  The future of this looks like doing another one. Then, I will give one in standard form, and we will have to teach completing the square. And they will get one that has imaginary roots, and I will discuss imaginary numbers. This one page will get used 200 times throughout the year to deeply understand the functions and the connections between functions.

functionfun  File can be downloaded too.

And the day was awesome because I said about 20 words, and my learners said about 200. I am shooting for a 5% ratio tomorrow.

Sep 102014


highfiveToday it happened! WooHoo! I was completely excited today. I earned the high five from one of my learners. On the 20th of August, I noted that one single learner had not given me a high five, and in fact that she refused to give me a high five. Well today, after working really hard all period on rational exponent problems, and rocking the heck out of the problems, she gave me a five at the end of class.

She had a giant grin on her face, she was excited because she was making connections and understanding, and she was into it. I finally earned the five because she realized I was not leading them along, I was not tormenting them by asking questions all the time, they were learning BECAUSE I was asking questions all the time.


I also had a different learner walk in and tell me she was reading my blog and realized the high fives were a placebo to make them feel good about math. I smiled, told her yes, and high fived her. She laughed.

Did we do content today? Absolutely. Algebra 2 was rocking the rational exponents. AP Stats was starting conditional and marginal distributions. But today was awesome because of the relationships I am building with my learners.

It was a GREAT day.

Sep 042014

questionmark via

Before I get into yesterday’s classes, because I don’t have a ton to say about them (they were a repeat of Tuesday’s classes, essentially) I learned something last night about AP Statistics in my “Applied Research Design and Analysis in Education I” also called “Non-Parametric Statistics 1” class.

What I learned is that AP Stats is absolutely a college level, advanced as heck, class. This class has two pre-reqs, neither of which I have taken. On the first day of class we did binomial stats, and last night we did Chi-Square Goodness of Fit. Next week we are doing Chi-Square test of homogeneity and independence.

That’s right. In the first three weeks of a 700 level class (that is the highest level that UNR has, I know that numbering schema’s differ from Uni to Uni) we are only covering topics that are taught in AP Stats. After 2 pre-req classes. That I didn’t take (thank you Dr. Quinn for that most excellent advice). I think the 4th week is where half of the content is new-ish.  The vocab and structure used in “Qualitative Research in Education” has also been a nice review of AP Stats vocab so far.

If you ever doubt that AP Stats is not a college level class, throw those doubts away. Bury them. Ignore them. AP Stats is absolutely a fantastic class for preparing learners for college.


On to my classes. Just a quick update to the AP Stats exercise of “I have, Who Has” from my last post.

Three tweets radically changed how I will be teaching this and using this technique in the future:

Much better instructions, and I will be doing that in the future.

As for my Algebra Learners, who were frustrated with the whole speed dating exercise last class class? They rocked it out of the park and were excited at the end of class.

They are coming along I think.

Sep 022014



Today was mostly successful for my learners! Yay. I am behind in the book keeping / grading department so I won’t talk about that much. This is always my downfall, and it is so easy to have a conflict of interest between grading effectively and timely, and time spent producing interesting fun lessons that teach! It is worse this year for me because of grad school on top of it.  Enough about the Failure, on to the Success!

AP Statistics

I did a “I have, Who Has” exercise with vocab from Experimental Design and Surveys. It was tough going at first. I screwed up the instructions and suggested they trade cards in the first period. Don’t do that. I think better instructions are:

1. You all have a card with a word, the “I have experimental design” for example.

2. Underneath that word is a definition. It is NOT the definition of the word above, but the definition to a different word.

3. Find the person who has the definition of your word, and then stand next to them.

4. When you are done, you will have a giant circle of definitions.

5. AFTER the exercise is over, I let them take the 4 pages of cards with them. Yes, I made copies for every single learner. Now they did the exercise AND there is a set for them to take with them with which to study.

The biggest problem I had when doing this is the learners looking to me for validation. One class today dove right in and struggled with it and asked me almost no questions. The other class, oh boy. They wanted me to validate every answer. Every time I tried to get them to validate the answers themselves they were frustrated and really tried to get me involved. I finally had to tell the class, “No.” Stop and think about it as a group.

In the end, both classes today were successful, but I wanted greater fluidity. One problem is neither class really had a leader who took charge. It is a work in progress for sure.

 Algebra 2

This was a failure. I did @Cheesemonkey’s Speed Dating (and @mathymeg07 and I typeset files her files too) and was horrified by the lack of understanding of transformations of functions.


By the end of the period they were doing them okay. Not with any fluidity, not with any sense of understanding. I will do this exercise again. Absolutely.

They were frustrated and I was too. They wanted to do a table for every single function. Not good. By the end of class, I heard, “Aha, this is so much easier” and “Okay, I think I am getting it now.”

Next class we really need to get to, “Okay, Waddell, give me your best shot.” Eventually we will get there.

So, my lesson for tomorrow’s Alg2 class is already written. Do today over.

Time to grade more work again. Must get more things into gradebook!