Author Archives: Terry Lee Marzell
Flossing and the Frustration of Undone Homework
Homework. Hmmm…yeah. The topic is as controversial today as it was when I began my 36-year teaching career in 1981. Although I am now retired, this exasperating subject surfaced a while back when I was veritably blasted by my periodontist for my failure to floss. Let’s just say I really got schooled. In a nutshell, he said he was a highly trained professional, and furthermore a very busy man, and if I couldn’t be bothered to do my share of the work at home, then I should not come back.
Wow. I mean double wow.
So let’s be honest. Hasn’t every teacher run those same thoughts through their head when confronted by a recalcitrant student who refuses to do their homework? Educators everywhere have wrestled with this problem for decades. Every teacher knows that there are some students who will do all their homework, some students who will do some of it, and some students who will do none of it. And in my experience, unless you’re teaching an honors class, the amount of homework that doesn’t get done is greater than the amount that does.
So what strategies can the teacher use to increase the amount of homework that gets turned in? We’ve all experimented. Here are a few I tried. First, I increased the weight of the homework category so a student could not pass my class unless they completed at least a large percentage of it. The result? The students still didn’t do their homework, and tons of kids were failing. Then I tried reducing the number of assignments from four nights a week to two nights a week. That helped with their grades, but it did not increase the number of assignments that got turned in. Next, I tried giving assignments that couldn’t be quantified, such as, “Your homework tonight is to study for your test tomorrow.” And then I just hoped they would do this, although I was pretty sure they wouldn’t. Finally, I gave them classwork assignments and told them if they didn’t finish in class, they should finish for homework. And then I gave them enough time to finish in class.
I can’t say I felt very professionally satisfied with any of these strategies. One thing I can say with certainty, though, is that if I had given voice to my frustration in the same way that my periodontist did, if I had pounded them into the ground for their errors, I could add another failed strategy to my list. Even if my students showed up empty-handed, I was always glad to see them come back the next day. Because every day a student shows up to class is a new opportunity to guide them, to help them be more successful, and to lovingly plant that suggestion one more time that, yes, homework is an important part of continued progress. And seizing these opportunities is never a waste of time or energy, even for a busy, well-trained professional.
I understand full well my periodontist’s exasperation. I empathize. I am truly sorry that my failure to floss provoked such an angry outburst from him, and I forgive him for losing his temper. After all, I’m not a kid. I know the man is right. Since that day I have attempted, in New Year’s resolution fashion, to mend the error of my ways. But I also found a new periodontist.
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Ohio STEM teacher Annette “Ann” Drake garners a coveted PAEMST award
Annette “Ann” Drake of Brookville, Ohio, has garnered a coveted PAEMST award. Photo credit: Ohio Northern University
There are many outstanding educators working with America’s young people in our nation’s public schools. One of these is teacher Annette “Ann” Drake of Ohio. She was recognized in January, 2025, with a Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) by President Joe Biden.
Ann teaches junior high school mathematics at Brookville Intermediate School in Brookville, In a career that spans 25 years, she has taught 23 of them at Brookville.
But the award-winning educator didn’t begin her professional life as a teacher. After earning her Bachelor’s degree in Civil Engineering from Ohio Northern University in 1989, she accepted a position at an engineering consulting firm in Indiana. It was there that she began volunteering at her daughter’s school. “It was awesome!” Ann declared. And that was when she began to plan a career change. She went back to school, earning her Master’s degree in Elementary Education from Wright State University.
As a teacher, Ann believes that every student can learn science, they just need a teacher to believe in them, to support their learning journey. She places an emphasis on differentiated learning, inquiry lessons, and problem-based learning. She works diligently to foster creativity, higher level learning, and problem-solving skills, student-created experiments, hands-on activities, and a variety of labs.
For her work as an educator, Ann has earned many accolades. She was named the recipient of the 2015-2016 Dayton Regional STEM Center: STEM Education Collaboration Award and the 2014-2015 Ohio STEM Educator. She garnered the Air Force Association Award and attended the 2007 Honeywell’s Space Academy for Educators. In addition, she has been awarded multiple grants and held several leadership positions in state organizations, including the Science Education Council of Ohio, the Environmental Education Council of Ohio, and the Ohio Earth Science Teachers Association. Furthermore, she has presented science sessions at the state and national level.
To learn more about Ann, click on this link to an article about her published by Ohio Northern University.
The PAEMST, Presidential Awards for Excellence in Mathematics and Science Teaching, recognize the dedication, hard work, and importance that America’s teachers play in supporting learners who will become future STEM professionals, including computer technologists, climate scientists, mathematicians, innovators, space explorers, and engineers. The PAEMST program, founded in 1983, is administered by the National Science Foundation (NSF) on behalf of the White House Office of Science and Technology Policy. The honor comes with a meeting with the President and a $10,000 cash prize.
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NYC math teacher Hussein Fassa garners a 2025 Big Apple award
Middle school mathematics teacher Hussein Fassa has garnered a coveted 2025 Big Apple Award from New York City Public Schools. Photo credit: New York City Public Schools
There are many exemplary educators teaching in our nation’s public schools who are deserving of recognition. One of these is Hossein Fassa, a middle school mathematics teacher. He has garnered a coveted 2025 Big Apple Award from New York City Public Schools.
Hussein teaches at the New School for Leadership and the Arts in the Bronx. He has taught at this school for the past 7 years. The facility offers intensive arts and science programs, where students are provided with a global and technological-driven experiences. Previously he taught at Melrose School, also located in the Bronx, for five years.
This innovative teacher designs lessons that are structured so that students explore and interact with other students to advance their learning. He strives to create a classroom environment where students feel safe to take intellectual risks and are held accountable to each other.
His Big Apple Award is not the only honors Hussein has earned. In 2024 he was named a recipient of the Edith May Sliffe Award by the Mathematical Association of America. These awards are given annually to middle and high school mathematics teachers who have done outstanding work to motivate students in mathematics by participating in one of the MAA American Mathematics Competitions. In addition, Hussein is a former NYC Teaching Fellow and a Fellow for the Math for America program, a fellowship program for mathematics and science teachers in New York City. The program offers a four-year fellowship with a $60,000 stipend and the opportunity for professional development.
Hussein earned his Bachelor’s degree in Mathematics from Imperial College in London in 1987. He earned his Master’s degree in Education from St. John’s University in New York in 2015.
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Roberta Sheridan: First Black teacher in Baltimore public schools
Many fine educators have worked tirelessly towards advancing the cause of hiring African Americans as public school teaches. One of these is Roberta Sheridan. She was the first African American to teach public school in Baltimore, Maryland.
Roberta was born in Baltimore County, Maryland. The exact date of her birth is unknown, but it is believed she was born in 1864. As a young girl, she attended the segregated schools in her home town.
When she grew up, Roberta dedicated herself to the teaching profession. As an African American teacher during the age of segregation, Roberta faced difficulties finding employment. Despite discrimination, records describe her teaching career from 1883 until her death in 1918. She was an avid supporter of the movement to garner government support of education for African American children in Baltimore. Prior to 1867 African American children were educated largely in churches, private schools, or free schools organized by the American Missionary Association and the Association for the Improvement of Colored People. When these schools were turned over to Baltimore City in the fall of 1867 students were taught exclusively by white teachers.
We know that Roberta taught in school in Baltimore County between 1882 and 1888. In 1888, she secured a position at the Waverly Colored Public School. In 1889, after a heated debate over allowing African American teachers to work in public schools in the city, she transferred to School #9, where she became a member of the first staff of teachers to work at that school.
While teaching at Waverly, Roberta met fellow teacher George W. Biddle. She left the classroom to marry him. By the time two years had elapsed, Roberta had given birth to a daughter and left her husband because of spousal abuse. After her divorce, Roberta returned to the classroom. She taught at School #108 until she passed away in 1918 following a brief illness.
To read more about Roberta Sheridan, click on this link to Archives of Maryland: Biographical Series.
