Monday, October 3, 2011

Students' Predictions for my Marathon

Every day I get to welcome 29 students in my classroom.  Over the course of the year, I spend more time with them than their parents.  I know some before they are in my class because I've taught a sibling or know them from being in 4th grade.  Others, I have never seen before. 

Each Monday we have what I like to call "Weekend Round-Up."  It is something I started last year and allows the students to share what they deem as important events that happened to them the previous weekend.  Most of the time it revolves around how they did in their athletic events.  Surprisingly, the football team actually won a few games this year.  Last year, they did not win a single game. :(  I also take part...most of the time sharing if I ran a race.  My students all know that I run and that I'm doing the marathon this weekend.

I have a 30-minute time block with my homeroom students every morning.  Typically, we have a literature enrichment class that I started last year.  However, the good thing is that it is flexible.  Today, the kids had to complete 26.2 questions about the marathon.  It was math-based and they had to calculate mile times and paces and compare stats. 

The students wanted to have a contest and see who could guess my marathon time.  So, the final question (.2) was to guess my time.  The answers were....indescribable.  See for yourself.

Question .2: How fast will your teacher run the marathon?


5 hours, 48 minutes, 2 seconds
4 hours, 44 minutes, 4 seconds
5 hours, 2 minutes, 8 seconds
2 hours, 52 minutes, 16 seconds
2 hours, 33 minutes, 44 seconds 
3 hours 44 minutes, 32 seconds
3 hours, 42 minutes, 25 seconds

There were obviously more since I have 29 students, but those were a  nice sampling. 

Holy fast!  I could never dream of running a 2:33.  I also think I would be filled with disappointment if I crossed the finish line in 5:48. 

Tomorrow you'll get to read my actual goals for the race.

Until then, you can laugh at my students' predictions.

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