Profile Jonah Abkowitz

Bob Randall “Mathematician or Savior?�

Bob Randall is no ordinary teacher. Like many other teachers in the Los Altos school district, he was not originally a teacher. He spent three years in the air force as a communications officer. From August 22, 1973 to Jan 1, 1976 he was a supervisor on an air base in southern California. He typically worked with tactical air navigational aides, which helped air crafts and jet fighters land on the air base. Much like on the air base Bob is looked up to, respected, and admired, as both a person and teacher.

Bob is an important part of our school system, especially with the current budget situation. Currently California is in a huge budget crisis. And as many know, the educational system is taking the biggest hit. Recent reports have shown that another $210 million dollars will be cut from the education system, equaling around 3 percent of its annual budget. While on the other hand prison funding is supposedly being restored. The state estimates more than 110 million dollars is spent annually on the prison budget. In a situation like this, the education system needs to be efficient.

This is why Bob is important; Currently schools in California have oversized classrooms, because districts cannot afford to pay teachers. Under the normal budget, teachers can manage class sizes up to about 25 students. Yet in the Los Altos School district, teachers can see classes get close to 35 students. While this may be a challenge to some, there are no obstacles for Bob Randall. No matter the class size, he can teach his kids just as efficiently.

Before my interview with Mr. Randall, I did some research on effective classroom techniques, and most of them paired up with what seemed to be his teaching philosophies and guidelines. In a healthy student-teacher environment there is plenty of communication. A teacher knows all of his students on a personal level, and tries to connect with them, helping them to feel more important in class and in group discussions. A good teacher also encourages cooperation and reciprocity.

Bob for example, will call on students at times but in a more general way. He will ask the class a question, instead of singling a student out, and humiliating him in front of the class. Another strong guideline is promoting active learning. Bob will often tell stories, or do magic tricks that relate to math problems on hand. He does this during the 90 minute class period, in order to help students make sense of a certain problem, without stressing themselves out over the math. Bob also makes sure to give prompt feedback. He typically returns tests and quizzes within a day, so students can see what they have missed and improve on the next test, or prepare for the final. He also emphasizes time on task, and prompt completion of homework, and assignments. This helps students to stay on task, and not forget previous work in the chapter. And most importantly, he communicates high expectations. By doing so, he pushes students to push themselves. Allowing them to feel good about doing well in his class.

While these techniques are useful, the problem of class size still lingers. As class sizes increase, so does the probability of disruptive students who both interfere with lesson plans, and other students learning. Research has shown that an increase in class size can be followed by many results. Most common, is teacher discouragement, seeing as many students fail to learn the material. This discourages teachers, and brings down the overall moral of a class. A solid place to start improvements when your class size increases are discussions. Keeping students connected and paying attention is a common problem among large classes, and this seems to be Mr. Randall’s area of expertise. While I connected my research ideas to Mr. Randall, I asked him his idea of teaching techniques, and what a strong teacher should do in the classroom. He replied with a list of his home made techniques. “Fish swims into the wall, Loop the Loop, Criss Cross Across, Sail boat,” and a few others. These techniques are rules for learning more complex algebra rules that can be and are used in both trigonometry and calculus. He believes that memory devices, such as the ones he has created, help stimulate the brain, which eventually helps to retain information, and help students to pay attention during class. He also likes to tell stories, such as Cinderella, and he relates it to math. “It takes the dryness out of math, he said. And allows student to think about what they are trying to solve in a new context.”

On top of addressing his techniques, I questioned him on what he believed his strengths and weaknesses were, and what he thought of his overall teaching experience. He believes that he can usually determine what a student doesn’t understand, and put himself into that students shoes. He also is good at keeping himself in check.

Meaning that he is constantly conversing with his students on their comprehension of the material, and the pace of his teaching. Helping students to learn the material, and keeping his classes on track. While he thinks that his biggest weakness is acting before thinking. Mr. Randall also touched on his teaching experience. He has been a teacher for more than 35 years, teaching Algebra I and II, Geometry, Trigonometry, and Calculus. He prefers not to teach honors/AP because he prefers the more average student. He also believes that since he was the average student in school, he can better relate to the average student.

As he continues to teach math Mr. Randall hopes to spread his wisdom and techniques throughout his classes. He hopes that he will continue to teach for a long time. He loves high school kids, and he loves the district of Los Altos. At the end of my interview, Mr. Randall left me with these words: Me: What part of teaching do you most look forward too everyday?

Randall: The students, the most interesting part of the business. Knowing that I am helping a students willingness to work makes the job fun. As well as knowing that my instruction could help to be a stepping stone to a students life dream.