I've been getting a lot of hits from people google-ing "Caesar cipher." For that reason, and also because it's so cool, I'd like to direct you to the University of Southampton's National Cipher Challenge. The "teacher's pack" is full of lesson plans, worksheets, and a printable cipher wheel.
Check it out: http://www.cipher.maths.soton.ac.uk/rules.html
Friday, April 24, 2009
Sunday, April 12, 2009
Caesar Cipher
There were three days left before Spring Break and I had just finished a unit in geometry, so rather than start anything new, I decided to teach my geometry kids some cryptography.
Of course this went well, since every kid (and most adults, I would assume) think basic cryptography is cool. We made cipher wheels and talked about the enigma machine and I got the most rapt attention I have EVER received while teaching.
After teaching simple Caesar ciphers (where you basically just shift the alphabet), I challenged the kids to write sentences and told them that I could break any of their codes (there are only 25 possibilities for Caesar ciphers - they're really easy to break - and I told them this, but the kids think I am AWESOME). Messages included:
-Yay! Spring Break is almost here!
-Ms. Twine is crazy
-First period is the best math class
-Math is my favorite subject
And then, I found an anonymous note left on my desk.
Which is, decoded: I decided to take stats.
I have no idea who wrote it, but someone in my fifth period geometry class has decided to take my AP Stats class next year. AND THEY TOLD ME IN CODE. I don’t think it gets cuter than that.
Of course this went well, since every kid (and most adults, I would assume) think basic cryptography is cool. We made cipher wheels and talked about the enigma machine and I got the most rapt attention I have EVER received while teaching.
After teaching simple Caesar ciphers (where you basically just shift the alphabet), I challenged the kids to write sentences and told them that I could break any of their codes (there are only 25 possibilities for Caesar ciphers - they're really easy to break - and I told them this, but the kids think I am AWESOME). Messages included:
-Yay! Spring Break is almost here!
-Ms. Twine is crazy
-First period is the best math class
-Math is my favorite subject
And then, I found an anonymous note left on my desk.
Y TUSYTUT JE JQAU IJQJI
Which is, decoded: I decided to take stats.
I have no idea who wrote it, but someone in my fifth period geometry class has decided to take my AP Stats class next year. AND THEY TOLD ME IN CODE. I don’t think it gets cuter than that.
Thursday, April 9, 2009
Get Off My Lawn!
Though it’s spring break this week, I just can’t get myself to calm down and take time off.
For example, on Saturday I went out to dinner at my favorite restaurant, Alexander’s Tavern (Tip: Order the Macaroni and Cheese from the kids menu – that plus a gin and tonic = absolute heaven). I walked past Max’s on the way home and saw what looked to be a fight brewing outside and I almost ALMOST walked right over there to tell those people to stop fighting and I was ready to break it up. And then I became sane again and remembered that I was not in school. And also that the last time I broke up a fight I ended up on the ground.
I also almost ALMOST told a kid at the mall yesterday to take off his hat.
Someday soon sanity is not going to prevail and I’m going to get myself in trouble.
For example, on Saturday I went out to dinner at my favorite restaurant, Alexander’s Tavern (Tip: Order the Macaroni and Cheese from the kids menu – that plus a gin and tonic = absolute heaven). I walked past Max’s on the way home and saw what looked to be a fight brewing outside and I almost ALMOST walked right over there to tell those people to stop fighting and I was ready to break it up. And then I became sane again and remembered that I was not in school. And also that the last time I broke up a fight I ended up on the ground.
I also almost ALMOST told a kid at the mall yesterday to take off his hat.
Someday soon sanity is not going to prevail and I’m going to get myself in trouble.
Friday, March 13, 2009
Seven Reasons Why Today Sucked
1. I woke up really early to drive a friend to the airport before work. Before leaving, I printed out some worksheets and my lesson plans for today, since I am out of ink at school. I forgot the worksheets at home.
2. Realized I had forgotten worksheets at home when I arrived at school an hour after leaving my house. Drove home to get them. When I got home, I remembered to take out the recycling. But then I forgot the worksheets at home for a second time.
3. Got to school and made this realization. Shook the ink cartridge and got the last dregs of ink out of it. Printed out my worksheet and saw that I had only 9% of my battery power left on my laptop. Went to get my laptop charger from my bag and realized I had left it at home.
4. During my planning period, I went home (again) to get the charger. Also went to CVS to get ink. Got a parking ticket.
5. Lunch period. As usual I have about 10 kids in my classroom hanging out because they don’t want to go to the cafeteria. Two boys get in a fight, and I see boys punching each other for the first time at school (also, maybe in my life?) I break it up and get knocked down in the process.
6. Another crappy thing happens during 6th period that I can’t write about because it would be TMI, even for an anonymous blog.
7. At the end of the day I’m called down to the office. I had forgotten to go to my pre-observation meeting.
So yeah, today sucked. I drove home completely ready to get in an accident. I mean, the day isn’t over. There’s plenty of time for this to be an eight or nine reasons why today sucked post.
2. Realized I had forgotten worksheets at home when I arrived at school an hour after leaving my house. Drove home to get them. When I got home, I remembered to take out the recycling. But then I forgot the worksheets at home for a second time.
3. Got to school and made this realization. Shook the ink cartridge and got the last dregs of ink out of it. Printed out my worksheet and saw that I had only 9% of my battery power left on my laptop. Went to get my laptop charger from my bag and realized I had left it at home.
4. During my planning period, I went home (again) to get the charger. Also went to CVS to get ink. Got a parking ticket.
5. Lunch period. As usual I have about 10 kids in my classroom hanging out because they don’t want to go to the cafeteria. Two boys get in a fight, and I see boys punching each other for the first time at school (also, maybe in my life?) I break it up and get knocked down in the process.
6. Another crappy thing happens during 6th period that I can’t write about because it would be TMI, even for an anonymous blog.
7. At the end of the day I’m called down to the office. I had forgotten to go to my pre-observation meeting.
So yeah, today sucked. I drove home completely ready to get in an accident. I mean, the day isn’t over. There’s plenty of time for this to be an eight or nine reasons why today sucked post.
Thursday, March 12, 2009
Quality Control
Please check out the newest post at the Challenge to Care blog. A friend of mine is very, very angry about her situation at Mervo and has expressed that better than I can summarize. She doesn't pull any punches.
Monday, March 9, 2009
Cell Phone Results
Sara over at Inside Ed just wrote about students texting in class, so I figured I should tell you all the results of my texting experiment. In a word: meh.
Results varied by class. First period was not so into texting their answers. This makes sense since a lot of the students don’t have phones (so why would it be fun?) A few kids seemed into it and asked to do it again, but if not everyone can participate, it’s not worth doing.
In fifth period I had more student interest. Unfortunately, I was almost foiled by a girl who first tried to claim that as soon as they took out their phones I was going to confiscate them (really? Am I that evil?) When that was unsuccessful, she told everyone that I was trying to get their phone numbers (to do what with? Prank call?)
It was pretty cool that as soon as a student voted for an answer choice the bar graph adjusted to show their vote. But, the kids were too into the texting, and not enough into the math part. It ended up being a huge distraction, and pretty much just took up too much time.
When we use technology in the classroom it can’t just be for the sake of using technology (which is what this was). Instead, I have to make sure that either students are learning how to learn technology or the technology actually enhances the lesson in some way. The texting experiment probably took away from the lesson.
One unexpected result was that cell phone usage in class actually DECREASED. When we were done texting, I told them that they’d met their cell phone in the class quota for the day, and that they needed to be put away. And they were.
Results varied by class. First period was not so into texting their answers. This makes sense since a lot of the students don’t have phones (so why would it be fun?) A few kids seemed into it and asked to do it again, but if not everyone can participate, it’s not worth doing.
In fifth period I had more student interest. Unfortunately, I was almost foiled by a girl who first tried to claim that as soon as they took out their phones I was going to confiscate them (really? Am I that evil?) When that was unsuccessful, she told everyone that I was trying to get their phone numbers (to do what with? Prank call?)
It was pretty cool that as soon as a student voted for an answer choice the bar graph adjusted to show their vote. But, the kids were too into the texting, and not enough into the math part. It ended up being a huge distraction, and pretty much just took up too much time.
When we use technology in the classroom it can’t just be for the sake of using technology (which is what this was). Instead, I have to make sure that either students are learning how to learn technology or the technology actually enhances the lesson in some way. The texting experiment probably took away from the lesson.
One unexpected result was that cell phone usage in class actually DECREASED. When we were done texting, I told them that they’d met their cell phone in the class quota for the day, and that they needed to be put away. And they were.
Thursday, February 12, 2009
Rigorous Classes and Blob's Park - These subjects are not related.
This Tuesday I missed school to attend the College Board Middle States Regional Forum. It was pretty nice outside so I decided to walk from Fells Point to the Renaissance Hotel, which made me wish that I could walk to work every day. The morning workshop/lecture was called "Rigor without Rigor Mortis," and the speaker made some pretty good points about making classes more rigorous (which is one of the education world's favorite words of the moment). The big thing that she talked about was providing support when you amp up how challenging your courses are.
What she didn't talk about -- which is my biggest problem, is motivating students to take advantage of the support.
Case in point: On Monday my geometry students took a quiz. Only 10 students achieved more than an 80%. Bad. So I reviewed the answers to the quiz on Wednesday and I am offering a "retake" of the quiz tomorrow during lunch. I told students that I would be available every day during lunch and after school to answer any questions. When I asked students how many students would come to these sessions, about 2/3 of the class's hands shot up. And how many students have actually shown up for help?
Zero.
Seriously.
I talked to my fifth period class today about aspiration vs. perspiration. They all aspire to do well, but so few of them are actually willing to put in the effort to achieve their goals. It seemed like students were listening (really! I swear!) But still, no one showed up after school. We'll see how many show up to retake the quiz tomorrow. I have high hopes, though I know I shouldn't.
In other recent news, a few weeks ago I had a great time at a polka/beer hall in Jessup. You can read all about Blob's Park (I'm not even kidding, that is actually the name of the place) here at my friend's totally cool food and wine blog. The best part of Blob's Park (seriously, that name is so weird) is that elderly gentlemen ask the ladies to dance. I danced with two such gentlemen and had a great time. So all you Baltimorons should check it out.
What she didn't talk about -- which is my biggest problem, is motivating students to take advantage of the support.
Case in point: On Monday my geometry students took a quiz. Only 10 students achieved more than an 80%. Bad. So I reviewed the answers to the quiz on Wednesday and I am offering a "retake" of the quiz tomorrow during lunch. I told students that I would be available every day during lunch and after school to answer any questions. When I asked students how many students would come to these sessions, about 2/3 of the class's hands shot up. And how many students have actually shown up for help?
Zero.
Seriously.
I talked to my fifth period class today about aspiration vs. perspiration. They all aspire to do well, but so few of them are actually willing to put in the effort to achieve their goals. It seemed like students were listening (really! I swear!) But still, no one showed up after school. We'll see how many show up to retake the quiz tomorrow. I have high hopes, though I know I shouldn't.
In other recent news, a few weeks ago I had a great time at a polka/beer hall in Jessup. You can read all about Blob's Park (I'm not even kidding, that is actually the name of the place) here at my friend's totally cool food and wine blog. The best part of Blob's Park (seriously, that name is so weird) is that elderly gentlemen ask the ladies to dance. I danced with two such gentlemen and had a great time. So all you Baltimorons should check it out.
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