Teaching CS in Dallas

Bernie Madoff and the Need For Ethics in Computer Science

Quoted from http://blogs.msdn.com/alfredth/archive/2009/01/20/bernie-madoff-and-the-need-for-ethics-in-computer-science.aspx:

Bernie Madoff and the Need For Ethics in Computer Science

Computer fraud and theft is, unfortunately, not just the stuff of fiction and the movies – its real. The line from Spiderman is “with great power comes great responsibility” and computer knowledge fits that completely today.

This comes up in my classroom a lot, and I tell students that we should be "white witches". When they ask, I say that people who are not computer scientists think we do magic, since they don't understand what and how we do.  People who use magic for harm are "black witches" and we want to be "white witches" and do no harm.

I'm not sure it works.  But it does make me feel better.

Coding Horror

Coding Horror happens to be one of my favorite technical blogs. He says some stuff I really agree with.

Now we all know I left programming as a career, and now teach it. I know what he means by WTF programmers, worked with some.

Quoted from http://www.codinghorror.com/blog/:

Coding Horror

In a recent Joel on Software forum post Thinking of Leaving the Industry, one programmer wonders if software development is the right career choice in the face of broad economic uncertainty

Now, I don't know if now is the time to leave programming as a profession and go into education. I will tell you that most of the time it is a very stable profession. In sixteen years I've only seen the possibility of two layoffs and because of the way I went about certification, I'm pretty safe.

In those sixteen years, I've only had 2 bad bosses out of 6, and honestly as long as the parents don't complain, you don't have to worry about management. They don't understand what you are teaching and could care less as long as you keep enrollment.

While the pay sucks, there is some really cool things about the programming gig.  There are lots of opporuntunites to make extra money and increase your head count at the same time -- summer camps for one. I don't do a lot of them, but I have a friend who does. You pick the right audience (middle school group that feeds to your high school for example), you have it made in the shade.

You can work on your own software projects. Most school years, I get about 3 20 minutes windows do to my own code, also there are summers and breaks.

If you work at for a while and are good at it, you can write curriculum.  I started out reviewing textbooks for pay, got my master's and now write curriculum for the district.

The things I like about the teaching gig:

The lack of being on call. I always got maintenance gigs because I'm really good at looking at code and finding errors. 10 years of being at management's beck and call was about 6 years too many.

Reduction in crisis mood.  Yeah, occasionally you get the parent who harasses you (Dean took care of that for me), but I was in financial systems are we worked in crisis mode all the time.  I don't get off on that at all.  Or the whole school standarized tests scores suck but most of the time you can ignore people who are getting off being in crisis.

Being the one in control at all times.  It IS cool to be the smart person in the room.  Yeah, I get kids that are smarter than me and have more initate talent but at least once in the year I get to dig them out of a whole.  Taking a day or two off makes them appreciate you.  Also, there isn't anyone else in the building that understands your subject -- well the new Dean has at least taken a programming class or two, as she is certified in math but doesn't "grok" it.  She can tell I know what I'm doing, but acknowledges that is as far as it gets.  However, there aren't a lot of math people in adminstration.

Hanging out with teenagers.  Secret to teenagers:  "The biggest reinforcer for a teenager is pissing off an adult" -- my favorite saying as it true.  No matter how mad their behavior gets don't react.  If you do have to react, walk them down to the office, fill out the paper work there and then walk back.  If you don't do this often, the office will keep them, and you have time to cool off so teenager #2 doesn't piss you off.  The best thing to do is get coverage, but I rarely have to do that (coverage means getting another adult to watch the class).  I usually too mad for that.   Also, if you find yourself doing that three times in a day -- ask for a sub to cover the class, as there will be more....  and it's YOUR fault not theirs.  I've only had one day like that (in sixteen years), and leaving was the right thing to do.  And if you have to do that more than once a year, you're not cut out to be a teacher.

Teenagers say and do some really cool things.  The most intelligent conversations I have had, have been initiated by my students.  Some of them have even been about computers or programming.

You get an opportunity to find some good programmers at a really young age.  You have an opportunity to influence society at large about programming.  I have about 120 students in my classes any given year.  Less than 5 are going to major in computer science.  But let me tell you, those kids excell.  They know exactly what they are getting into.

About another 20 end up acing a programming class in college even though they are majoring in something else.  It gives them more self confidence in their other classes as their peers think they are smart. 

The rest at least know that a) software priracy is not a good thing b) programming is hard and worthy of respect.  That's more than the rest of the kids in the school know about it -- well that's not true, word of mouth gets around and they influence others.

We need GOOD programmers to come teach and those people need to be willing to put a long term committement in it.  It takes about 3 years to become a good teacher (a few months less if you come hang out with me -- only kidding).  It takes another three years if you are lucky to build a good program.

Getting your foot in the door helps if you can do hardware and/or can train adults.  It also helps if you can teach a hard to place subject, either math or one of the sciences. Also, don't go through alternative certification, find a good teaching school and get an "real" certification.  I fought that tooth and nail, and I was luckly I had to do the certification the hard way.

AND if you think it might be right for you -- go volunteer at your local school  They can always use math help and there isn't a programmer than can't do at least Algebra I.

 

Bad Teacher Effects

The worst thing about a bad teacher is how it effects enrollment.  My program is still suffering.  Before bad teacher, I had enough PreAP students to teach them two class period, enough AP students to teach them one class period, and enough CS I to fill up and turn away the other three class periods. 

I finished his last year with only 3 class periods of CS, and they were not even full.  It's taking a lot of time and a lot of flexibility, but I still only have 3/4 of the students I had before he arrived.  The good news for the school is that it does free me up to be campus tech.

I will have to admit that total enrollment is down, but we did not lose the type of student who typically enrolls in my classes. 

The best news is that enrollment is slowly growing.

No Teacher Better than a Bad Teacher?

Yes, I believe so.  I've seen lots of good teachers and lots of bad teachers come and go in my sixteen years of teaching.

All the research shows that fully qualified teachers do a better job that those who aren't, one of the reasons that NCLB requires that, and one of the reasons that Texas makes us jump through hoops.

Unfortunately too many people in industry think they can teach and don't think they need teacher training.  Yes, I was one of those, and still don't regret a moment I spent doing teacher certification courses.   I've met a few in the classroom who I honestly believe sitting through and listening to some classroom management classes would help, but unfortunately they know too much and won't listen.

Actually I think that's a problem with a lot of people, not just CS and not just teachers.

I've seen a lot of bad teachers, some of whom I don't think have any of the necessary skills:

a) The ability to manage a classroom.

b) The ability to write a readible, maintenable program.

c) The ability to get what is in their head into words that a high school student can understand.

I think that not having these skills is really detrimental to the student.

I've had students who didn't want to be in my class, and I've had to pull out every classroom management skill I have, and then some.  A few of them have gone on to be good programmers and major in it in college.  I think that they would not have succeeded with teacher who had lesser skills or did not care.

I will brag -- even my students who don't care for programming at the end of the year, recognize that I am passionate about the field, and I think they do benefit from the class, if nothing else they recognize CS BS when they see it.

I really believe that if we want to see successful CS programs we need to develop teachers.  I also think we don't need people who think of teaching as a stopgap or last resource of a poor economy.  I also don't think it should treated as a Peace Corps opportunity as it usually takes more than 3 years to turn a degreed, newly certified teacher into a competent teacher.  Myself included.  Unfortunately classroom management skills are learned.

Computer Science Teachers Association: Addressing the Crisis in Computer Science Certification

The CSTA Organization asks this on their website:

We believe that this is a critical discussion for our professional community right now, so tell us:

* What are your experiences with certification/endorsement in computer science?
* What were the qualifications required of you when you were assigned to teach your first computer science class?
* Were you adequately prepared?

Computer Science Teachers Association: Addressing the Crisis in Computer Science Certification

I'm one of the lucky ones.  At the time I decided to become a teacher, I could find a certification program.  One of the things that helped was that I decided to become dual certified in math and computer science.  I was required to take both pedagogy and math courses.  Those math courses focused on being able to teach the material to their students.

I did my teacher certification at Texas Woman's University which is designed as a teaching college (as well as other disciplines).  I was even required to take a CS course but then again I ended up teaching a lot of it, as the instructor was retired and recognized that I had just finished about 10 years of the discipline being taught.  It WAS a good experience, since it gave me some CS teaching experience, besides tutorial others.  However, it was a small class.

Even with pedagogy classes, I wasn't prepared for classroom management.  That is the weakest part of my preparation.  A smart high school gives new teachers good mentors who are good at classroom management and not all teachers are.  I am known for my classroom management but it didn't come easy or over night.  At lot of it is second nature now, and I really don't think about it a lot. I will admit that I use my dog training skills a lot -- and also use a very good source:  Karen Pryor's - Don't Shoot the Dog! - The new Art of Teaching and Training and can't recommend it highly enough.  I'll confess, I'm quoted in the 2nd edition.

I've seen the product of other computer science teachers who are not as good at classroom discipline and it is difficult for their students to learn in a classroom setting.  I don't know what happens in their classroom on a day to day basis, but have seen them in a AP tutorial setting.  I've complained for years about the behavior of our SEM students -- in the tutorial setting they were disruptive and rude when corrected -- and that was fixed at our last tutorial session by a new teacher. 

I think one of the problem is the alternative certification program.  I've watched some of the teachers that come out of it, and they work really hard when it comes to classroom management.  At the same time, they don't take advantage of the training given by the district.  We've been using CHAMPS, which I swear is right out of Karen's book. 

Most of classroom management is coming up with entertaining lessons that have built in feedback, especially if you have a large class.  By the way, my average class size over the years has been 25+ so I know how to manage a large classroom.

In all, if you want to be a good classroom teacher, no matter the subject, you need good preparation, good mentors to watch and follow, and you need to find your own style. 

I will also say, that some of my best preparation has come from my Master's in CECS (Computer Education and Cognitive Studies), which I obtained about 10 years after I started teaching.

Middle Camp Curriculum

The middle school came is a win-win for me.  First I get paid for writing the curriculum.  I love to get paid for stuff like that.

Second, it should attract some very serious students to our instructional technology programs.  And I feel better and better about including the other subjects, and not just Alice.

It also gives me a paying gig for the summer.  Though I already have one lined up, and have signed up for another and waiting to hear about on it.

Right now, I'm focused on reading the book we are going to use and making a list of products that I want the girls to produce.

That's one thing that I got out of my master's program -- when you are writing curriculum start with what you want to accomplish first, then figure out how to go there.  I'm trying to come up with at least two major projects for each subject that we're teaching, since it's a two week camp. 

The hardest part is going to be coming up with the pacing.

Oh, and we already have a cute collection of items to give away.  By the way, I'd LOVE to get some products from companies that recruit in our fields -- as long as get some speakers lined up.

One thought I had today, is that having speakers first thing in the morning might be the best time -- that way the speaker's day is less disrupted if they work in town.  I have also thought about using Skype to get some long distance speakers.

I figure a short -- thirty minute talk about what the speaker likes about their field. And it means lining up 14 speakers!

New Project - Middle School Camp Curriculum

Yes, I am writing curriculum for a two week summer camp for middle school girls.  The plan is to use Alice, maybe Scratch, introductory web design and introductory digital media.

Our first idea was to focus on computer science BUT our department teaches other things and it is not fair to leave them out.  Also, my mission in life is to always give my students a taste of a little bit of everything.  So incorporating web design and digital media is a win win situation for both the kids AND the department.

SO, I'm looking for things to use that are a) free and b) the whole package can be put on a 1GB thumb drive and run on it.

I'd LOVE ideas, please use the comment section!

I hate Tech Apps especially Web Mastering

I am certified in Tech Apps, and I have can also teach web mastering as I taught it before you have to be individually certified in it.  In other words, I've taught a lot of web mastering.  I really hate doing it though.

First, I'm not an artist.  Yes, I can look at a website and know it sucks.  I can even design some elementary graphical art if I can find a tutorial that does what I want it to do.

Second, I'm a programmer.  HTML coding is not programming.  It's doing what I am doing now, typing.  It's got a simple set of rules but so does desktop publishing, etc.  Code is at a much higher level and is much more fun.  HTML coding is boring.

Third is projects.  High school students are horrible at long terms, as a rule.  There are exceptions, but the kids that are attracted to a web mastering course do not have the attention span for a long term project.  In fact, CS kids do better if they can finish an assignment in a class period, and thankfully most of the projects in my CS courses are one day projects.

I really admire the people who can teach web mastering and multi-media, BUT give me a math class any day over the tech apps courses.

CSTA

Made it to CSTA Symposium! Keynote: Claims liberal arts as it solves problems. Challenge: adds more concepts without eliminating old concepts. Numbers of majors and female in field is dismal. Why? Make money and fun things to do. CS is about problem solving. money is not the primary issue. Liberal arts of 21st century.

CSTA

Made it to CSTA Symposium! Keynote: Claims liberal arts as it solves problems. Challenge: adds more concepts without eliminating old concepts. Numbers of majors and female in field is dismal. Why? Make money and fun things to do. CS is about problem solving. money is not the primary issue. Liberal arts of 21st century.