This I Believe:
Name: Philip Whittles
Bio: Philip Whittles has been teaching 7th grade math in Chicago Public Schools for 14 years, most recently at Portage Park Elementary School. Previously he worked at Northwest Middle School, Hawthorne Scholastic Academy, and Paderewski Elementary School. Phil is a lifelong learner with a passion for sports. He recently earned his LBS I and ESL endorsements. Prior to that, Phil became Algebra certified and originally became a teacher through an alternative certification program at the University of Illinois at Chicago, where he earned his M.Ed. (2005). Phil is a retired professional musician, an avid competitive golfer, a lifelong Cubs fan, and a lover of all things sports. Phil coaches chess and also enjoys watching cartoons with his wife and two young daughters.
Your twitter handle: @newkin1
Your website address: philipwhittles.weebly.com
Your favorite quote related to teaching/learning: “Good teaching is one-fourth preparation and three-fourths theater.” -Gail Goldwin
Book Recommendation:
I highly recommend the book Math Curse by John Scieszka. This entertainingly silly book of math poems will make any math teacher laugh, and it will provide an abundance of opportunities to bring humor into your math classroom. The poems are short and goofy, and work well as ice breakers, and help introduce new math topics. The visuals in the book are great, and both students and teachers will laugh while reading and thinking about math in a different way. Scieszka has also written a science version of the book called Science Verse, which is also a combination of content and poetry.
I started in teaching as part of an alternative certification cohort. I had just made a career change, and had no ideas or preconceptions about what teaching would be like, save only for my own experiences as a student interacting with teachers. I never had a mentor teacher or a semester student teaching. My cohort was formed in January, and by September we were in our own classrooms in CPS. We had a coordinator who looked after all 14 of us. I remember the first day she brought us little presents, like a coffee mug and assorted classroom supplies. But by 8:45, she was gone, and it was just 32 8th graders from a low-income neighborhood on the south side and me. I didn’t become a teacher with any ideas to change the world or even to mold a few minds. My mother was a teacher, and in my past I have been a ski instructor, a golf instructor, and a guitar instructor. Through these pursuits, I found that I had a gift for explaining things to people. I would love to say I brought all sorts of values and ideals to teaching, but at the end of the day, it was just another gig to start, but one that would change my life in ways that I would never have guessed. I realized that I loved to teach kids, and was really good at it.
2. Where I am now?
This past year has invigorated me. Years of changing educational policy and an ever changing world which was demonstratively anti-public education and anti-teacher, had left me feeling complacent, numb, and uninspired. I was going through the motions, preparing students to take tests rather than teaching them math concepts. This past year started with anxiety. I was not accepted into the MSUrbanSTEM cohort, originally, but a spot opened up later, and I got in. Right away I could tell I was surrounded by highly intelligent, creative, independent thinkers, and I was intimidated because I felt like I didn’t belong. There was some reading to do, but it was tempered with a lot of activities, most of which incorporated technology, which was interesting to me. I gradually got my confidence, found my voice. Missy was a big help with this. I’m not sure I would have succeeded without her endless optimism. As the year has progressed, I’ve developed ideas for expanding my ImagineIT idea on my own, something I wouldn’t have even thought possible a year ago. MSUrbanSTEM has re-ignited my passion for teaching. Now, I’m a teacher again, curious, passionate, looking for new ways to reach my students.
3. Looking forward.
Now that I am a MSUrbanSTEMer, I feel and think optimistically about my present and future in teaching. Long term, I’d like to incorporate cutting-edge technology into my everyday teaching in math education, and create an environment where math is a subject that students look forward to more than any other! I’d like to share these ideas with other educators looking to make the same kind of impact, not just on students, but on education in general. What that technology looks like, I’m not quite sure. It starts with a paperless classroom, an interactive text that can be adapted to student interests, and the imaginations of 12-13 year-olds and myself.
4. Summing up.
This I believe...Both students and teachers can be inspired by meaningful, challenging learning experiences that combine technology, critical thinking, and problem solving.
Name: Philip Whittles
Bio: Philip Whittles has been teaching 7th grade math in Chicago Public Schools for 14 years, most recently at Portage Park Elementary School. Previously he worked at Northwest Middle School, Hawthorne Scholastic Academy, and Paderewski Elementary School. Phil is a lifelong learner with a passion for sports. He recently earned his LBS I and ESL endorsements. Prior to that, Phil became Algebra certified and originally became a teacher through an alternative certification program at the University of Illinois at Chicago, where he earned his M.Ed. (2005). Phil is a retired professional musician, an avid competitive golfer, a lifelong Cubs fan, and a lover of all things sports. Phil coaches chess and also enjoys watching cartoons with his wife and two young daughters.
Your twitter handle: @newkin1
Your website address: philipwhittles.weebly.com
Your favorite quote related to teaching/learning: “Good teaching is one-fourth preparation and three-fourths theater.” -Gail Goldwin
Book Recommendation:
I highly recommend the book Math Curse by John Scieszka. This entertainingly silly book of math poems will make any math teacher laugh, and it will provide an abundance of opportunities to bring humor into your math classroom. The poems are short and goofy, and work well as ice breakers, and help introduce new math topics. The visuals in the book are great, and both students and teachers will laugh while reading and thinking about math in a different way. Scieszka has also written a science version of the book called Science Verse, which is also a combination of content and poetry.
- Taking each in turn. Looking back.
I started in teaching as part of an alternative certification cohort. I had just made a career change, and had no ideas or preconceptions about what teaching would be like, save only for my own experiences as a student interacting with teachers. I never had a mentor teacher or a semester student teaching. My cohort was formed in January, and by September we were in our own classrooms in CPS. We had a coordinator who looked after all 14 of us. I remember the first day she brought us little presents, like a coffee mug and assorted classroom supplies. But by 8:45, she was gone, and it was just 32 8th graders from a low-income neighborhood on the south side and me. I didn’t become a teacher with any ideas to change the world or even to mold a few minds. My mother was a teacher, and in my past I have been a ski instructor, a golf instructor, and a guitar instructor. Through these pursuits, I found that I had a gift for explaining things to people. I would love to say I brought all sorts of values and ideals to teaching, but at the end of the day, it was just another gig to start, but one that would change my life in ways that I would never have guessed. I realized that I loved to teach kids, and was really good at it.
2. Where I am now?
This past year has invigorated me. Years of changing educational policy and an ever changing world which was demonstratively anti-public education and anti-teacher, had left me feeling complacent, numb, and uninspired. I was going through the motions, preparing students to take tests rather than teaching them math concepts. This past year started with anxiety. I was not accepted into the MSUrbanSTEM cohort, originally, but a spot opened up later, and I got in. Right away I could tell I was surrounded by highly intelligent, creative, independent thinkers, and I was intimidated because I felt like I didn’t belong. There was some reading to do, but it was tempered with a lot of activities, most of which incorporated technology, which was interesting to me. I gradually got my confidence, found my voice. Missy was a big help with this. I’m not sure I would have succeeded without her endless optimism. As the year has progressed, I’ve developed ideas for expanding my ImagineIT idea on my own, something I wouldn’t have even thought possible a year ago. MSUrbanSTEM has re-ignited my passion for teaching. Now, I’m a teacher again, curious, passionate, looking for new ways to reach my students.
3. Looking forward.
Now that I am a MSUrbanSTEMer, I feel and think optimistically about my present and future in teaching. Long term, I’d like to incorporate cutting-edge technology into my everyday teaching in math education, and create an environment where math is a subject that students look forward to more than any other! I’d like to share these ideas with other educators looking to make the same kind of impact, not just on students, but on education in general. What that technology looks like, I’m not quite sure. It starts with a paperless classroom, an interactive text that can be adapted to student interests, and the imaginations of 12-13 year-olds and myself.
4. Summing up.
This I believe...Both students and teachers can be inspired by meaningful, challenging learning experiences that combine technology, critical thinking, and problem solving.
Setting Goals: Instrumental and Missional Thinking
I think this year has shown the positive effects of technology on student engagement, so now I feel my goals, which I would like to be more missional, should be to find a way to expand the reach of my project. Creating YouTube videos has been a great way for students to engage in mathematics, and it has also been a great way for students to demonstrate their knowledge in math. So I feel my short term goal is a no-brainer: Include student videos as a means of assessment. This sounds great on paper. But I’ve been sitting here for about 15 minutes since typing that last sentence, trying to imagine what that could look like in real life. Would the videos replace a test/quiz environment and be another summative assessment, or could they have a more formative purpose?
Long term, I’d like to incorporate cutting-edge technology into my everyday teaching in math education, and create an environment where math is a subject that students look forward to more than any other! I’d like to share these ideas with other educators looking to make the same kind of impact, not just on students, but on education in general. What that technology looks like? I’m not quite sure. It starts with a paperless classroom, an interactive text that can be adapted to student interests, and the imaginations of 12-13 year-olds and myself.
My biggest challenge, both short-term and long-term, is going to be to not take on too big a challenge, and become overwhelmed in the process. I think back to my original ImagineIT project, and all the ideas that I wanted to implement at once! I had much larger ideas than personal resolve, or ability to see them through at the time. I think one of the most important things I have learned is to pace yourself with major changes, and give each one time to develop and become part of your routine. I feel I’m almost there with the student videos, but there are still aspects of video creation that I am struggling with.
I think this year has shown the positive effects of technology on student engagement, so now I feel my goals, which I would like to be more missional, should be to find a way to expand the reach of my project. Creating YouTube videos has been a great way for students to engage in mathematics, and it has also been a great way for students to demonstrate their knowledge in math. So I feel my short term goal is a no-brainer: Include student videos as a means of assessment. This sounds great on paper. But I’ve been sitting here for about 15 minutes since typing that last sentence, trying to imagine what that could look like in real life. Would the videos replace a test/quiz environment and be another summative assessment, or could they have a more formative purpose?
Long term, I’d like to incorporate cutting-edge technology into my everyday teaching in math education, and create an environment where math is a subject that students look forward to more than any other! I’d like to share these ideas with other educators looking to make the same kind of impact, not just on students, but on education in general. What that technology looks like? I’m not quite sure. It starts with a paperless classroom, an interactive text that can be adapted to student interests, and the imaginations of 12-13 year-olds and myself.
My biggest challenge, both short-term and long-term, is going to be to not take on too big a challenge, and become overwhelmed in the process. I think back to my original ImagineIT project, and all the ideas that I wanted to implement at once! I had much larger ideas than personal resolve, or ability to see them through at the time. I think one of the most important things I have learned is to pace yourself with major changes, and give each one time to develop and become part of your routine. I feel I’m almost there with the student videos, but there are still aspects of video creation that I am struggling with.
Rocking the Boat: How to Effect Change Without Making Trouble, by Debra E. Meyerson, is a book about tempered radicals, and their constant delicate balance between the desire for success in their chosen system and the desire to induce change within that system. The book follows through several diverse examples of people who have successfully implemented change within their respective organizations, without drawing negative attention to their efforts. Myerson refers to these people as “tempered radicals”. Myerson goes on to describe their efforts in detail, how they work behind the scenes to gradually affect change, and the challenges they face along the way.
Task One: How am I different?
Myerson describes “Three ways people experience differently from the majority:”
“Those who perceive systemic bias against their social identity groups; those who see their social identities as the source of stylistic and cultural preferences; and those whose values, beliefs, and agendas differ from those in the majority.”
How am I different? For years I wasn’t. I was a white male of relative privilege. Not rich, but I’ll never go hungry, never go without a home. I was raised in a well-heeled suburb of Chicago, again, not given everything I ever wanted, but never without anything I needed. I remember having discussions with my parents saying I have no excuse for being unsuccessful in life, as I had the biggest head start possible.
Task Two: Becoming a Tempered Radical
As I have moved through life, and gotten involved in education in Chicago, become part of a union of teachers, and seen others not as fortunate as myself, I find myself in situations I never dreamed I’d be in. Made to look like the villain by people who have no idea what goes into education, treated with disrespect both online and in person, just because of what I do for a living, and who I align myself with politically. I live in an area of Chicago that is conservative, especially compared to the rest of the city.
Even as I face more negative attention and consequences as a result of my profession, I still would categorize myself as resisting quietly and staying true to myself. I honestly don’t ever see myself changing that at CPS, mainly because of where I’m at in life (a young family that needs to be my priority). Even when commenting on Facebook posts, I attempt to be politically correct, as I’m always concerned about what might happen if someone makes CPS aware of any post I’ve written. Furthermore, my wife and I have talked about getting involved in local politics, so I’m careful about what I post. Who knows? Maybe someday I’ll be in a position to make a significant difference.
Task Three: Facing Challenges
As I have progressed through my teaching career, I have often struggled with ambivalence. Some years, I love putting in the extra work to make lessons great, and have gone back to do the same lessons the next year, and hated the process and the outcome. This actually happened to me this year, when attempting to recreate my AMAZING STEM teaching moment- it fell flat, and as a result, I skipped it with two of my classes. Part of it may be the kids and their skill level, but there is something to feeling ambivalent that is paralyzing to me. This year, I rationalized it away, choosing to focus on my ImagineIT project instead, but there have been other moments, and I have experienced the guilt, anxiety, and even depression as a result.
I’m not sure if I’ve dealt with any of the other challenges (lures of co-optation, potential damage to reputation, frustration and burnout) other than frustration and burnout, but I don’t think that is because of my struggles as a tempered radical, rather just the pressures of a high-pressure career.
I really enjoyed the book ( I know- I sure took my sweet time!), and it has given me a lot to think about. Our union representative job is coming available next year. I might see about getting more involved...
Rocking the Boat: How to Effect Change Without Making Trouble, by Debra E. Meyerson, is a book about tempered radicals, and their constant delicate balance between the desire for success in their chosen system and the desire to induce change within that system. The book follows through several diverse examples of people who have successfully implemented change within their respective organizations, without drawing negative attention to their efforts. Myerson refers to these people as “tempered radicals”. Myerson goes on to describe their efforts in detail, how they work behind the scenes to gradually affect change, and the challenges they face along the way.
Task One: How am I different?
Myerson describes “Three ways people experience differently from the majority:”
“Those who perceive systemic bias against their social identity groups; those who see their social identities as the source of stylistic and cultural preferences; and those whose values, beliefs, and agendas differ from those in the majority.”
How am I different? For years I wasn’t. I was a white male of relative privilege. Not rich, but I’ll never go hungry, never go without a home. I was raised in a well-heeled suburb of Chicago, again, not given everything I ever wanted, but never without anything I needed. I remember having discussions with my parents saying I have no excuse for being unsuccessful in life, as I had the biggest head start possible.
Task Two: Becoming a Tempered Radical
As I have moved through life, and gotten involved in education in Chicago, become part of a union of teachers, and seen others not as fortunate as myself, I find myself in situations I never dreamed I’d be in. Made to look like the villain by people who have no idea what goes into education, treated with disrespect both online and in person, just because of what I do for a living, and who I align myself with politically. I live in an area of Chicago that is conservative, especially compared to the rest of the city.
Even as I face more negative attention and consequences as a result of my profession, I still would categorize myself as resisting quietly and staying true to myself. I honestly don’t ever see myself changing that at CPS, mainly because of where I’m at in life (a young family that needs to be my priority). Even when commenting on Facebook posts, I attempt to be politically correct, as I’m always concerned about what might happen if someone makes CPS aware of any post I’ve written. Furthermore, my wife and I have talked about getting involved in local politics, so I’m careful about what I post. Who knows? Maybe someday I’ll be in a position to make a significant difference.
Task Three: Facing Challenges
As I have progressed through my teaching career, I have often struggled with ambivalence. Some years, I love putting in the extra work to make lessons great, and have gone back to do the same lessons the next year, and hated the process and the outcome. This actually happened to me this year, when attempting to recreate my AMAZING STEM teaching moment- it fell flat, and as a result, I skipped it with two of my classes. Part of it may be the kids and their skill level, but there is something to feeling ambivalent that is paralyzing to me. This year, I rationalized it away, choosing to focus on my ImagineIT project instead, but there have been other moments, and I have experienced the guilt, anxiety, and even depression as a result.
I’m not sure if I’ve dealt with any of the other challenges (lures of co-optation, potential damage to reputation, frustration and burnout) other than frustration and burnout, but I don’t think that is because of my struggles as a tempered radical, rather just the pressures of a high-pressure career.
I really enjoyed the book ( I know- I sure took my sweet time!), and it has given me a lot to think about. Our union representative job is coming available next year. I might see about getting more involved...
The following link is to my quickfire page about leadership which I completed on OneNote. As I type this, I am sitting in my kitchen/living room area, which is a room that I spend the majority of my time in when I am at home. I am relaxed, but excited to attempt this quickfire! Instead of trying to recapture what I have written on the link above, I felt it was appropriate to honor Dr. King on his day...!
