Chapter 12: Using Randomness (Days 94-95)

Today in Ethnostats, we begin Chapter 12 of the text, on using randomness. Today we cover the first three pages of the chapter, on random selection and the difficulty of humans to choose numbers that are truly random without some sort of a random number table or generator. This is an extension of the random number tables that were briefly introduced in Chapter 10, just before winter break.

The fact that we're starting Chapter 12 now means that, as of now, no minimum day has been confirmed yet for the 31st -- otherwise we'd be getting ready for the Chapter 11 Quiz this week instead. Of course, it's still possible that a minimum day will be declared by the end of the week, at which time I'll suddenly be scrambling to give the quiz in both Ethnostats and Calculus.

I began the class with a review of Paulo Freire's Pedagogy of the Oppressed, for those students who are still struggling to understand it. On the old blog, I mentioned Louis Sachar's children's book There's a Boy in the Girls' Bathroom and my favorite quote: "A teacher can often learn more from a student than a student can learn from a teacher." I tell my students this line, as it's a theme of Freire's desired pedagogy.

When discussing random numbers, the text mentions that when asked to choose a random integer from 1 to 4 inclusive, most choose 3 and few select 1. I mention the TV game show Let's Make a Deal, where Door 2 is the most commonly chosen door in the Big Deal and 1 is the rarest -- and so the car is placed behind Door 1 slightly more often. (The Price Is Right relies on such tricks as well.)

In fourth period, two of the absent girls return to class today, as does the girl who has been missing from my Calculus class. But another girl switches completely to Independent Study and is thus no longer a student in my class. In Trig today, we finish Section 1.3, on the first definition of the six trig functions.

Today is Elevenday on the Eleven Calendar. In class, I emphasize the following rule on Elevendays:

Resolution #11: We follow all protocols for COVID.

But my own eleventh resolution to follow is my New Millennium's Resolution, which is on improving my communication skills with both students and teachers. In both third and fourth periods, I give a warm greeting of "Welcome Back!" to the girls who are returning from their extended absences, and I believe they appreciate this. But expert communicators know how to greet their students everyday.

I go out and get something to eat during lunch today, so my time to communicate with teachers was during the afterschool meeting. A representative from the community college is there to present her Early College idea, and afterward the superintendent is also present to discuss our futures. One thing that comes up is job security -- there might not be enough openings for all of us to move to the flagship campus. And if necessary, the one who'll be cut is the one with the least seniority and no tenure -- namely yours truly. So I'd better ramp up those communication skills and fast, since the next thing I might have to communicate is a reason why I should keep my job!