Math Education Concepts

Inspiring Motivating Empowering

Take Your Own Advice


I was excited to finally take a graduate level math course.  I had taken so many math education courses that I just couldn’t read another article, analyze any more research data, or write another teaching platform.

 The course was abstract algebra.  On the first day of class the professor said “if you do not have a math background you should leave now.”  A student raised her hand and said she took calculus in undergrad, but she didn’t have a math degree.  The professor coolly responded “then you should leave.”  He was convincing; she left immediately.  He looked around the room.  No one moved.  He discussed the syllabus and informed us of the intensity that lay before us.  He warned us that it would take three hours of studying for every hour we spent in class (6 hours of class each week), just to get a C.  I looked on as my heart pounded in my chest, but I remained calm.  I had a degree in math surely, I could handle abstract algebra.

Boy was I in for it.  By the end of the first class, I was ready to withdraw!  By the second class, two more students left.  The professor said we needed to hang in there or the class would be canceled (it was during the summer session).  I really needed the course, but I wanted out!  As we all looked around the room wondering if we should go or stay, he assured us that everything would be fine.  It wasn’t.

By the end of that class, I called my friend, John, frantically sputtering words that were incoherent.  After I calmed down he encouraged me to go forward with the class.  He said “you can do this.”  I shook my head and agreed at the same time.  I told him I would see.  I was angry with him for making it sound so easy!

By the middle of the third class, I’d decided to withdraw.  I couldn’t take it.  The class was too difficult and I didn’t have enough time to master the material.  I didn’t for the life of me remember abstract algebra being this difficult.  I called John and told him I was finished.  He calmly asked “what would you tell your students?”  I stopped walking, or pacing.  I thought about what he asked.  I answered, through clenched teeth, “I would tell them to spend more time studying (the recommended 3 hours for every hour spent in class), create index cards, go to office hours, complete all homework assignments, and read the lessons in advance.  Huh!!!  It made sense.  I would put my own advice to the test!

I spent about 18 hours each week on this course.  I even took my books and index cards on vacation in West Virginia!  I had highlighters, pencils, pens, erasers, sharpeners, index cards, the textbook, my notebook, and anything else I thought I would need to study.  When I returned from vacation, we took the midterm and I got a B.  That was the first time in my life I was relieved to get a B on a math exam.  As the professor passed me my exam, he mumbled “I expected you to get an A.  Get an A on the final.”  I said “I will.”  And I did!    

After the semester was over, I emailed the professor about my grade.  He emailed me that I had an A on the final and in the course.  He also included that I did better than the other students, by far.  Yes!!!

My lesson is now I know for sure that the advice I give my students actually works!!!  At times we are faced with unexpected challenges.  If we stop long enough and listen, we will hear the advice we would give someone else.  If we take our own advice, we will overcome that challenge.  Of course, provided the advice is good advice. 

 What was an unexpected challenge that prompted you to take your own advice?


Author: Math Education Concepts

I am a Co-founder of and Program Coordinator for Math Corps Philadelphia, a combined academic enrichment and mentoring program. I am the author of "Teacher Training Manual: Designed for Secondary Mathematics Teachers of African American Urban Students." I hold a Master of Education degree in Secondary Mathematics and have several years of experience teaching secondary and post-secondary mathematics.

2 thoughts on “Take Your Own Advice

  1. You know what? I make whatever living I make giving advice, sorta. And I know we should all listen to ourselves and practice what we teach. But every now and then our own advice becomes mere adages we repeat to students over and over ’til they become merely ‘sayings’. But, daughter, please thank John. That simple question, “What would you tell your students. Wow

    Because just this morning I woke with a big “How …?” And, yes, a lot of us blame doubt and obligation, but many times it’s just that we are not willing to be as arduous as our own advice. In fact, sometimes I even snicker in my mind after giving a student a mountain to climb and to myself I say better them than me, or, I paid my dues, now it’s your time.

    But my dreams never stop, my journey is mid stream and I am still growing. So, thank you. I just asked myself what would I tell my students to do? If I do that everyday, for every “How can I ever … ?” task, at the very least I will have a reality check plan and remove any excuse to fail. Now as far as winning, well, I am looking for 2 million to do a film. But, whoa!, let me repeat, “What would I ask my students to do to achieve budget.” Hmmm.


    • Thanks dad! This is funny, but true. Sometimes I laugh as I give advice! The advice I give requires a lot of work, but I also paid my dues!! Every now and then, the advice comes back to bite me. As far as your 2 million, “what advice would you give your students, or daughter?” It’s on the way.


What do you think?

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s