Category Archives: Book Reports

Book Report — History of Math, Part 2

IMG_1387We return to  Math Through the Ages: A Gentle History for Teachers and Others (Expanded Edition), by William Berlinghoff and Fernando Gouvêa, published in 2004 by Oxton House Publishers and the Mathematical Association of America. In this post I’ll continue my synopsis of its thumbnail sketch of the history of math. After that part, the book gives a series of twenty-five deeper sketches about topics from this narrative. I may leave that for the curious, but they may inspire me to post a few times as well.

We’ll take the subject’s development as described by our authors from the fall of Rome, at which original mathematics in Europe stalled, through Medieval times and up to the dawn of the Age of Enlightenment, setting the stage for the advent of calculus.

  1. The authors continue to emphasize that mathematics is guiding everyday life:

    “Of course, throughout this period [400 – 900 A.D.] people were still building, buying, selling, taxing, and surveying, so the subscientific tradition certainly persisted in all of these areas.”

  2. We now begin an account of Medieval mathematics in the subcontinent of India:

    “During this quiet period in Europe and North Africa, the mathematical tradition of India grew and flourished….It is likely that this tradition received some influence from the late Babylonian astronomers, and it is certain that Indian scholars knew some of the Greek astronomical texts. Astronomy was, in fact, one of the main reasons for the study of mathematics in India.”

  3. There are some names worth knowing here:

    “As in the case of Greek mathematics, there are only a small handful of mathematicians whose names we know and whose texts we can study. The earliest of these is Aryabhata, who did his mathematical work early in the 6th century A.D. In the 7th century, the most important mathematicians are Brahmagupta and Bhaskara [I], who were among the first people to recognize and work with negative quantities… Probably the most important mathematician of medieval India was another Bhaskara [II], who lived in the 12th century.”

  4. Of course, there is the Indian innovation in math that we take utterly for granted:

    “The most famous invention of the Indian mathematicians is their decimal numeration system….The history of this momentous step is obscure. It seems likely that there was some influence from China, where a decimal counting board was used. In any case, by the year 600, Indian mathematicians were using a place-value system based on powers of ten. They had also developed methods for doing arithmetic with such numbers….It quickly spread to other countries. A manuscript written in Syria in 662 mentions this new method of calculation. There is evidence that the system was used in Cambodia and in China soon after. By the 9th century, the new system of numeration was known in Baghdad, and from there it was transmitted to Europe.”

  5. The Indian tradition is also a big step toward our modern conception of the beloved subject of trigonometry:

    “Greek astronomers had invented trigonometry to help them describe the motion of planets and stars. The Indian astronomers probably learned this theory from Hipparchus, a predecessor of Ptolemy. Greek trigonometry revolved around the notion of the chord of an angle….It turns out, however, that in many cases the right segment to consider is not the chord, but rather half the chord of twice the angle. So the Indian mathematicians gave this segment its own name. they called it a “half-chord.” This name was mistranslated into Latin (via the Arabic) as “sinus,” giving rise to our modern sine of α [alpha].”

  6. Indian mathematics also put mankind on track to discover what we today call algebra:

    “Indian mathematicians were also interested in algebra and in some aspects of combinatorics. they had methods for computing square and cube root. They knew how to compute the sum of an arithmetic progression. They handled quadratic equations using essentially the same formula we use today except they expressed it in words….In addition to equations in one variable, the Indian mathematicians studied equations in several variables… Later, Bhaskara II … described a method that will find a solution of nx+ b = y2 in whole numbers whenever such a solution exists. Problems of this type are difficult and the Indian achievement in this area is quite impressive.”

Obviously, all of this knowledge made its way to Europe, but it was not a direct trip from central India to Western Europe.

  1. When the Islamic conquest period concluded with the advent of the Abbasid Empire, scholarship flourished for a while in Baghdad.t is important to note that Arabic mathematicians are those who did their work in Arabic. Plenty were not Arab ethnically nor Muslim in religion. Arabic, like Greek before and Latin later, was simply the common language of scholarship:

    “[The Abbasid caliphs] founded the House of Wisdom, a kind of academy of science, and began to gather together scholarly manuscripts in Greek and Sanskrit and scholars who could read and understand them….One of the first Greek texts to be translated was, of course, Euclid’s Elements. It had a huge impact. Once they had learned and absorbed the Euclidean approach, the Arabic mathematicians adopted it wholeheartedly.”

  2. The Arabic tradition produced some important names and words that we encounter in math and science every day, such as “algorithm” and “algebra”:

    “Muhammad Ibn Musa Al-Khwarizmi was one of the earliest Arabic mathematicians to make an enduring name for himself. his name indicates that he was from Khwarizm, a town (currently called Khiva) in what is now Uzbekistan…One [of his books] was an explanation of the decimal place value system for writing numbers and doing arithmetic, which he said came from India….Also by Al-Kwarizmi was the book of ‘al-jabr w’al-muqabala,’ which means something like ‘restoration and compensation.’…When this book was later translated into Latin, ‘al-jabr’ became ‘algebra.'”

  3. Many mathematicians are actually polymaths — people with multiple intellectual and academic talents — and one of the Arabic mathematicians is a fine example:

    “One of the most famous Arabic mathematicians was ‘Umar Al-Khayammi, known in the West as Omar Khayyam. He lived approximately from 1048 to 1131. Nowadays mostly known as a poet, in his day he was also famous as a mathematician, scientist, and philosopher. One of the goals of Al-Khayammi’s algebra book was to find a way to solve equations of degree 3….The challenge he laid down … was to be taken up by the Italian algebraists many centuries later.”

  4. Many of my students would agree with the Arabic mathematicians on certain points:

    “To the Arabic mathematicians, only positive numbers made sense.”

  5. The Arabic mathematicians were also obsessed with astronomy and trigonometry, but they investigated other areas more deeply:

    “Trigonometry was a major concern, mostly because of its applications to astronomy. The work on trigonometry led inevitably to work on approximate solutions of equations. A particularly notable instance of this is a method for approximating the nth root of a number, developed by Al-Kashi in the 14th century. Combinatorics also shows up in the Arabic tradition. They knew at least the first few rows of what we now call “Pascal’s Triangle,’ and they understood both the connection with (a + b)n andthe combinatorial interpretation of these numbers. Stimulated by Euclid and Diophantus, they also did some work in number theory.”

  6. As in other places in this thumbnail narrative, the authors emphasize that mathematics is developing in the work of more anonymous people, in this case, artists who were prevented by Islam from depicting the human body:

    “Finally, it is important to mention that practical mathematics was also advancing….Buildings were decorated by repetitions of a simple basic motif. This kind of decoration requires some level of forethought, because not all shapes can be repeated in such a way as to cove a plane surface. Deciding what sorts of shapes can be used in this way is really a mathematical question, linked both to the study of plane tilings and the mathematical theory of symmetry.”

At this point, the authors rewind the time machine a few centuries and discuss European scholarship and the transition from the intellectual doldrums of the post-Roman period to a more active Medieval period.

  1. Our first inklings of a Western mathematical Renaissance come from a decidedly curious French cleric:

    “Once [Medieval European] people became interested in mathematics, where could they go to learn more? The obvious thing was to go to places under Islamic control, of which the most accessible was Spain. Gerbert d’Aurillac (945-1003), later to be Pope Sylvester II, is an example.”

  2. Yes, yes he is: Gerbert was a proto-humanist, three hundred years before his time, not only learning advanced math and astronomy, but also reading Plato and Aristotle at a Spanish monastery.

    “Gerbert visited Spain to learn mathematics, then reorganized the cathedral school at Rheims, France. He reintroduced the study of arithmetic and geometry, taught students to use the counting board, and even used the Hindu-Arabic numerals (but not, it seems, the full place-value system).”

  3. We know that it was during these Medieval times that the Europeans began to establish universities, and these began with what they could resurrect of the Greeks:

    “Aristotle’s work did have a great impact, however. His work on the theory of motion led a few scholars at Oxford and paris to think about kinematics, the study of moving objects. Perhaps the greatest of these scholars was Nicole Oresme (1320 – 1382). Oresme worked on the theory of ratios and on several aspects of kinematics, but his most impressive contribution is a graphical method for representing changing quantities that anticipates the modern idea of graphing a function.”

  4. The Italians got a nice jump start on the Renaissance, in my opinion, because a young man learning his father’s mercantile business decided to publish what he learned from Arabic merchants:

    “Leonardo of Pisa (c. 1170-1240) was the sone of a trader. Traveling with his father, he learned quite a bit of Arabic mathematics. In his books, Leonardo explained and extended what he had learned. His first book was Liber Abbaci (‘Book of Calculation’). It started by explaining Hindu-Arabic numeration and went on to consider a wide array of problems…”

  5. The Italians kept at the math long after Leonardo of Pisa, whom we know as “Fibonacci,” was gone:

    “As the Italian merchants developed their businesses, they had more and more need of calculation. The Italian “abbacists” tried to meet this need by writing books on arithmetic and algebra….The culmination of this tradition was the work of Luca Pacioli (1445-1517), whose Summa de Aritmetica, Geometria, Proportione e Proportionalita was a huge compendium of practical mathematics, from everyday arithmetic to double-entry bookkeeping.”

    The tradition of the ten-pound math textbook obviously began here.

At this point the authors guide us into the Renaissance of math, in which a primary focus is marrying algebra to geometry to create the algebra content most American students endure (some even learn it, bless them) in secondary school and college, a process that takes us to the Age of Enlightenment (or Age of Calculus, as we call it in the math world).

  1. Navigation and astronomy are still driving math as we begin this phase, but when we complete it, mathematics will have a momentum separate from these, perhaps for the first time in its history:

    “Long-range navigation depends on astronomy and on a good understanding of the geometry of the sphere; this helped propel trigonometry to the center of attention….In parallel with the intense study of navigation, astronomy, and trigonometry, there was also growing interest in arithmetic and algebra. with the rise of the merchant class, more people found that they needed to be able to compute.”

  2. Math begins to take more familiar forms as this plays out:

    “A great many new ideas were introduced into trigonometry at this time. The list of trigonometric functions (sine, cosine, tangent, cotangent, secant, cosecant) became standardized. New formulas and new applications were discovered.”

  3. New techniques in art demanded more mathematical prowess as well:

    “Somewhat related to all of this was the discovery of perspective by Italian artists. Figuring out how to draw a picture that gave the impression of three-dimensionality was quite difficult. the rules for how to do it have real mathematical content….Some [Renaissance artists], such as Albrecht Dürer, were quite sophisticated in their understanding of the geometry involved. In fact, Dürer wrote the first printed work dealing with higher plane curves, and his investigation of perspective and proportion is reflected both in his paintings and in the artistic work of his contemporaries.”

  4. And now, the Italians are ready to take on the challenge of Omar Khayyam: the general solution to the cubic equation:

    “The crucial breakthrough was made in Italy, first by Scipione del Ferro (1465-1526) and then by Tartaglia (1500-1557)….Both men kept their solutions secret, because at this time scholars were mostly supported by rich patrons and had to earn their jobs by defeating other scholars in public competitions.”

  5. No Internet? No problem. You just need someone who decides it’s okay to share information and put in in a printed book (the Internet of the Renaissance):

    “In the case of the cubic, this pattern was broken by Girolama Cardano (1501-1576)….Cardano was able to generalize [Tartaglia’s method] to a way of solving any cubic equation. Feeling that he had actually made a contribution of his own, Cardano decided that he was no longer bound by his promise of secrecy [to Tartaglia]. He wrote a book called Ars Magna, “The Great Art,” [my note: we mathematicians are not humble people]. This scholarsly treatise (written in Latin) gave a complete account, with elaborate geometric proofs, of how to solve cubic equations.”

  6. Remember, all this time mathematicians are managing the intellectual complexity of communicating math by writing it out using words. There were no variables, until:

    “Algebra began to look more like it does today towards the end of the 16th century, in the hands of Francois Viète (1540-1603). Among many other things, Viète worked for the French court as a cryptographer, a code-breaker who deciphered intercepted secret messages. This may be what led him to one of his most important innovations; the notion that one could use letters to stand for numbers in equations.”

  7. Two mathematicians capped this process of making algebra a mature mathematical science and setting the stage for the emergence of calculus, Rene Descartes and Pierre de Fermat:

    “Three innovations from this period were to be extremely important. First, the fact that no one could figure out how to solve the general quintic (fifth-degree) equation led algebraists to start asking deeper questions. Slowly, a theory about polynomials and their roots evolved. Second, Descartes and Pierre de Fermat (1601-1665) linked algebra and geometry, inventing what we now call “coordinate geometry.”… Third, Fermat introduced a whole new category of algebraic problems. These were related to the work of the Greek mathematician Diophantus, but went far beyond his work. Specifically, Fermat began asking “questions about numbers,” by which me meant whole numbers…. Unfortunately, for a long time, Fermat was alone in finding these questions interesting.”

    I feel your pain, Pete. I really do.

Well, that takes us from the Fall of Rome to the Dawn of Calculus, an intellectual journey of more than twelve centuries.

The next installment will wrap up my synopsis of the authors’ historical narrative. I will try to summarize how we got from high school algebra to an age of magic, where mathematics only a very curious elite understands makes our world work. The rest are at least dependent on that technology and, in too many cases, addicted to it. But that is another story in itself, I suppose.

Book Report — The History of Math, Part 1

In Extreme Ownership: How U.S. Navy SEALs Lead and WinJocko Willink and Leif Babin explain the importance of getting team members to believe in the mission. As a math teacher, this is one of my greatest challenges. In the words of Dan Meyer, Chief Academic Officer at Desmos, and a prominent pundit on math education, in his breakout TED Talk from 2010, as a math teacher

“I sell a product to a market that doesn’t want it but is forced by law to buy it.”

In other words, the team doesn’t believe in the mission. Dan (we have met) talked about his ways of getting them to believe in the mission. My favorite way, so far, is to engage students in the story of math and the people who discovered or invented it (that dichotomy is itself a fun or frustrating debate, depending on your perspective).

My reading program now consists of three different books: The Professional Chef (9th edition)the textbook for The Culinary Institute of America; Physics with Applications (6th edition), by Giancoli; and Math Through the Ages: A Gentle History for Teachers and Others (Expanded Edition), by William Berlinghoff and Fernando Gouvêa, published in 2004 by Oxton House Publishers and the Mathematical Association of America.

For this post, I’m quoting (rather extensively) the latter, as its ideas may help my fellow math teachers looking for hooks for lessons or even the year’s courses. I won’t be doing the one-and-done book report I’ve done for other books because I expect to take a slower pace through this book, and the other tomes I mentioned above are going to slow me down (and that’s okay with me, obviously).

Here are my highlights from the chapter titled “History of Mathematics in a Large Nutshell,” particularly the first two sections: “Beginnings” and “Greek Mathematics.”

  1. Mathematics developed with writing:

    “No one quite knows when and how mathematics began. What we do know is that in every civilization that developed writing we also find evidence for some level of mathematical knowledge.”

  2. We detect the development of mathematics by applications:

    “It became important to know the size of fields, the volume of baskets, the number of workers needed for a particular task. Units of measure, which had sprung up in a haphazard way, created many conversion problems that sometimes involved difficult arithmetic. Inheritance laws also created interesting mathematical problems. Dealing with all of these issues was the specialty of the ‘scribes.’ These were usually professional civil servants who could write and solve simple mathematical problems. Mathematics as a subject was born in the scribal traditions and the scribal schools.”

  3. We’ve found different evidence from different cultures, and then, as now, the hike from Egypt to Iraq was apparently not a popular trip for scribes:

    “… we have only a few documents that hint at what Egyptian mathematics was like….The situation with respect to the cultures of Mesopotamia is quite different….These two civilizations existed at about the same time, but there seems to be little evidence that either influenced the other’s mathematics.”

  4. Egyptian math (and learning it) was not terribly different from the way we see math today (which I think has more to say about us than the Egyptians):

    “The Egyptian mathematics of 4,000 years ago was already a fairly well-developed body of knowledge with content very similar to some of what we learn about calculation and geometry in elementary and high school today. It was recorded and taught by means of problems that were intended as examples to be imitated.”

  5. The Babylonians (remember, we know more about their math than about the math of Egypt) built math around the problems of government and management, and, after the work was done, the Babylonians went back for MORE:

    “The mathematical activity of the Babylonian scribes seems to have arisen from the everyday necessities of running a central government. Then, int he context of the scribal schools, people became interested in the subject for its own sake, pushing the problems and techniques beyond what was strictly practical. Like a musician who is not satisfied with playing at weddings and graduations, the well-trained mathematical scribe wanted to go beyond everyday problems to something more elaborate and sophisticated. The goal was to be a mathematical virtuoso, able to handle impressive and complex problems.”

  6. Despite the current preeminence of ethnic Chinese in mathematics, we have little to go on regarding the ancient development of the subject at the other end of the Silk Road:

    “We do not know a lot about very early Chinese mathematics….The mathematical texts we do have seem to reflect the rise of a class of civil servants who were expected to be able to solve simple mathematical problems. Like the texts from Egypt and Mesopotamia, they contain problems and solutions. In China, however, the solutions are often presented together with a general recipe for solving this type of problem.”

  7. What of the other Cradle of Civilization, you ask? Well you might:

    “We know even less about early Indian mathematics. There is evidence of a workable number system used for astronomical and other calculations and of a practical interest in elementary geometry.”

  8. The mathematics of China did not affect the Western development of the subject much, but:

    “The Indian mathematical tradition influenced Western mathematics quite directly.”

  9. Now we get to the meat of the early history of math, the culture that built the Mediterranean network of cultures in rivalry with the Phoenicians and, thanks to Roman victory over Carthage, wrote the history of math and many other things which dominates the story today:

    “Many ancient cultures developed various kinds of mathematics, but the Greek mathematicians were unique in putting logical reasoning and proof at the center of the subject. By doing so, they changed forever what it means to do mathematics. We do not know exactly when the Greeks began to think about mathematics. Their own histories say that the earliest mathematical arguments go back to 600 B.C.. The Greek mathematical tradition remained a living and growing endeavor until about 400 A.D..”

  10. It is the cultural hegemony created by Greek colonization and the military might of its successor civilization, Rome, that makes Greek mathematics what we consider it to be:

    “It is important to stress that when one speaks of “Greek mathematics” the main reference of the word “Greek” is the language in which it is written. Greek was one of the common languages of much of the Mediterranean world. It was the language of commerce and culture, spoken by all educated people. Similarly, the Greek mathematical tradition was the dominant form of theoretical mathematics.”

The rest of my reading at this point (the above and below quotes are from pages 6-24) makes a nice list which I have used for several years to build a historical reference framework of names and stories in my classes. The Greeks that make the cut are:

  1. Thales (circa 600 B.C.) —

    “… the first person to attempt to prove some geometrical theorems, including the statements that the sum of the angles in any triangle is equal to two right angles, the sides of similar triangles are proportional, and a circle is bisected by any of its diameters.”

  2. Pythagoras (circa 500 B.C.) —

    “Most scholars believe that Pythagoras himself was not an active mathematician … [Pythagoreans] seem to have been much concerned with the properties of whole numbers and the study of ratios (which they related to music). In geometry, they are, of course, credited with the Pythagorean Theorem. … It is likely, however, that the most important success often credited to the Pythagoreans is the discover of incommensurable ratios (my note: this led directly to the idea of irrational numbers).”

  3. Euclid (circa 300 B.C.) —

    “What we have are his writings, of which the most famous is a book called Elements. It is a collection of the most important mathematical results of the Greek tradition, organized in a systematic fashion and presented as a formal deductive science. The presentation is dry and efficient.”

  4. Archimedes (circa 250 B.C.) —

    “Archimedes wrote about areas and volumes of various curved figures …”

  5. Apollonius (circa 200 B.C.) —

    “…Apollonius wrote a treatise on conic sections that is still an impressive display of geometric prowess.”

The book then delves into a favorite topic of mine: the three great geometric problems of antiquity: the quadrature of the circle, the trisection of the angle, and the duplication of the cube. This is a favorite theme of mine when students are primed to discuss how and why people do mathematics, meaning discovering, proving, teaching, and publishing it.

I believe it is essential that we teach our students about the role of unanswered questions in driving human knowledge. The three great geometric problems of antiquity were not solvable with compass and straightedge — though the Greeks and many later investigators devised other tools and concepts and used them to solve the problems. The work they did under those limited conditions produced many prodigious mathematical achievements that, nevertheless, were not solutions to the original problems. A quick look at the careers of the great 20th century mathematicians shows that this is still what drives the science of mathematics forward today.

This section wraps up with another list of great mathematicians of the Roman imperial period, still called Greek, remember, because Greek was the language of intellectual and financial transactions:

  1. Ptolemy (120 A.D.) —

    “He wrote on many subjects, from astronomy and geography to astrology, but his most famous work is the Syntaxis, known today by the nickname given to it by Arabic scholars many centuries later: Almagest, meaning “the greatest.” Ptolemy’s book provides a workable practical description of astronomical phenomena. It was the basis of almost all positional astronomy until the work of Copernicus in the 15th century.”

  2. Diophantus (circa 220 A.D.) —

    “Diophantus … was probably one of the most original of the Greek mathematicians. His Arithmetica contains no geometry and no diagrams, focusing instead on solving algebraic problems; it is simply a list of problems and solutions. In the problems, Diophantus used a notation for the unknown and its powers that hints at algebraic notation developed a thousand years later in Europe…. Diophantus usually worked out the conditions under which his problems are solvable, thereby confirming that he was trying to find general solutions.”

  3. Pappus (circa 350 A.D.) —

    “Perhaps the most important part of Pappus’s work, from a historical point of view, was his discussion of ‘the method of analysis.’ …. Pappus’s discussion of analysis is not very specific. This vagueness ended up being very important, because the mathematicians of the Renaissance understood him to mean that there was a secret method behind much of Greek mathematics. Their attempts to figure out what this method was led to many new ideas and discoveries in the 16th and 17th centuries.”

    Note that, once again, the presence of an unsolved mystery drives mathematical discovery and innovation far more effectively than neat and clear presentations of methods and solutions. I think I’ll put that on a poster in my room this year, to answer all the complaints I will get along the lines of “Why don’t you just tell us how to do it?”, as though driving through difficulties to solutions and then discussing their merits has no intrinsic value.

  4. Heron (10 A.D. – 70 A.D.) is out of chronological order because he is noted for trying to bridge the chasm between the completely abstract endeavors of “scientific” mathematicians in the Greek tradition — the others named here — with the practical math that obviously was also developing throughout that time. Heron was more of an engineer, but his namesake formula for the area of a triangle in terms of its side lengths remains in the modern curriculum.

The authors note that both the “scientific” mathematical tradition of the great heroes of math and the “sub-scientific” mathematical tradition of merchants, government officials, mariners, and soldiers featured recreational problems, challenge problems, and puzzles. Like the Babylonians, those at all levels of the Greek mathematical tradition liked to do math “off the clock” as well as on. In fairness,we should note that we don’t have any indication of how common that was with the Egyptians, as we have spent much more time digging in their burial grounds than in the hearts of their cities (probably because those cities are under modern cities).

Well, that’s as far as I’ve gone, but stay tuned: this is just a first installment. There will be more of this, especially when I encounter historical information that I know I’ll use to help my troops believe in the mission in my classroom.

Book Report — “What Great Teachers Do Differently”

I admit that I several years longer than I should have to read anything other than a few articles by Todd Whitaker. That was certainly a mistake on my part.
I first encountered him as an author when I bought my textbooks for the last semester I was enrolled in a graduate program in school leadership. The book is What Great Principals Do Differently. It was at that time that I determined I really didn’t want to be a principal and abandoned the program. The book was never assigned, and it still sits on my bookshelf now.

I acquired Whitaker’s book What Great Teachers Do Differently from a pile of discarded books in the teacher workroom. The teacher who discarded it was leaving our school after a really rough year. I don’t think he had read any of it.

This is not the most recent edition of the book, by the way. The subtitle of the most recent edition heralds “17 Things That Matter Most,” so this book report will shortchange you by definition. I’ll buy and read the new edition next August, and I think I’ll reread it every year in early August for the rest of my career.

I’m not a great teacher — but I feel that I have learned over 21 years to try to do these things. I don’t do most of them terribly well yet, but it has made a huge difference in my teaching just to be trying to do all of these things. Nothing in this book is terribly surprising to a veteran teacher, but everything in this book needs to be part of any teacher’s preparation for a new school year — or part of the preparation of any person entering the profession.

Whitaker writes extremely well. His examples are excellent, and it is clear that he must have been a very reflective and, over time, effective teacher and leader of teachers. While I no longer aspire to lead a building as a principal, I want to be a more effective teacher and an effective leader of teachers from my role as a classroom teacher and professional educator. This book has too much good material in it and Whitaker summarizes it too well for anyone with my goals to leave it out of my annual routine (but next year, I’ll spring for the new edition and learn about the three “things that matter most” that don’t appear here).

In this brief paraphrasing of the “14 Things That Matter(ed) Most” when this first edition was published, I have also highlighted those areas that are most relevant to Teachership — the aspects of teaching that require the teacher to be a leader and to model good leadership for students (spoiler: the vast majority of the stuff is highlighted).

Here we go:

  1. Teachers must remember that education is about people, not programs.
  2. Teachers must express and uphold clear and consistent standards at all times.
  3. Teachers must react to misbehavior with a focus on preventing its recurrence.
  4. Standards for teachers must be higher than standards for students.
  5. The teacher is the only variable that the teachers control in the classroom.
  6. Teachers must keep classes positive, modeling respect and praising correctly.
  7. Teachers must ignore little slights and keep a positive and focused attitude.
  8. Teachers must maintain good relationships with students at all times.
  9. Teachers must focus on important concerns, seeking to preventing escalation.
  10. Teachers must plan and revise each lesson to focus on its essential goals.
  11. Teachers must plan communication for the best people they are trying to lead.
  12. Teachers must treat each person as if that person is the best person they lead.
  13. Teachers must focus on student learning, keeping standardized testing in its place.
  14. Teachers must build a nuanced understanding of the role of emotion in determining behaviors and beliefs, and use it to strengthen their practices.

Read the book. It’s an awesome way to charge up your preparation for the year.