Goal 6: Classroom Management: Critical Thinking and Problem Solving
Students can only reach their full potential when the teacher providing the instruction has a clear, consistent plan in place for classroom management. Successful teachers realize the need to implement their classroom management plan the minute students walk into the classroom. I firmly believe in greeting my students at the door each morning. I always require my students to greet me as well when they arrive to the classroom. Additionally, I have been known to ask questions about content that was covered the previous day. In the past, my students looked forward to answering addition, subtraction, multiplication, and division problems when they arrived to school each day. Some students would even “forget” something in the hallway so they could go through the line again. This was a quick, easy method that allowed me to account for each student and to let them know right away that I cared about them and expected them to be on task right from the start.
During mathematics we typically begin with whole group instruction and then move into cooperative learning pairs or teams. A great deal of thought goes into how I structure my groups and teams. Teams typically have mixed ability levels. For instance, if I have a high student in a group I will also include a med-high students, a medium student and a medium-low student. Another group might have medium-high, medium, medium-low and a low student. I try to structure my groups in this fashion so one student does not try to do all the work. Ideally when students work through problems I like to have them work alone initially and I allow them to use whatever manipulatives they like to solve the problem. My classroom is set up so students are able to reach all the manipulatives they might need to solve a problem. After students work through problems independently then they will share what they have done with their group. During this process students take turns discussing responses; when we start this process I spend a great deal of time modeling what this looks like. Then I have students model how to work well in groups. In order for students to achieve success and work well collaboratively, they need to see lots of modeling from myself and their peers. Also, I constantly move around and provide support as needed.
Besides planning structures for collaborative teams and setting up my classroom for success, I also try to incorporate manipulatives and different strategies when they are most useful. During EDMA 654 I researched “Teaching Algebra with the Use of Manipulatives”. During my research I learned how to incorporate manipulatives effectively in a K-8 classroom. I also learned how to use manipulatives to support instruction in geometry. During EDMA 655 I learned how to make constructions to help teach different geometric skills such as three-dimensional shapes. I also learned how to use constructions to teach other skills like bisecting angles, for instance. Overall, I feel more comfortable using strategies and instructional materials that “develop critical thinking, problem solving and performance skills,” (Goal 6).
Goal 6: Classroom Management: Active Engagement of Learners
During the course of my master’s program I read a book by Dave Burgess called Teach Like a Pirate. In his book Dave Burgess speaks about teaching with passion. I am incredibly passionate about math; my love for math keeps my students engaged and motivated. Even students who claim they don't like math, seem to be engaged and motivated during math. Also, many of my parents became more involved in mathematics as a result of the research study I conducted on Parental Involvement in Mathematics. Besides teaching with passion Dave Burgess shares one of his "Big Secrets", that “is to spend less time trying to get students interested in what you are presenting and more time making connections between what you are presenting and what they are already interested in,” (Dave Burgess, p. 347).
In order to know what students are interested in, we have to get to know the students. We can do this by creating a safe, supportive environment where our students feel valued (Burgess). (Taken from: "How Do We Keep Our Lessons Engaging" a blog for EDET 668). Below is an example of how I took my students' and childrens' interest in Minecraft and used it to incorporate science, technology, engineering, and math or STEM.
During the spring semester of 2014 I took a break from teaching in order to move with my family. I stayed in touch with many of my parents and tried to provide extra work via my website. I shared assignments I was doing with my own children and their friends. One assignment was a STEM assignment to design a bridge. After students designed the bridge they got to create the bridge in Minecraft. I was able to manage this project because my students and my children are so familiar with working in cooperative groups. My students were motivated, engaged, and socially interacting during the activity. Seven months later, my son still asks if he can log onto Minecraft and design a new bridge.
As one can see, I work diligently to set my students up for success in and outside the classroom. I also work hard to keep parents informed and involved. I feel parental support is a crucial piece to successful classroom management. Children are more excited and engaged in learning when parents are given the chance to play an active role in the classroom.
Resources:
Burgess, Dave. (2012). Teach Like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your
Life as an Educator. Dave Burgess Consulting Inc.
- Demonstrates knowledge of advantages and limitations of strategies and choices of resources to develop cognitive processes for critical thinking, problem solving and performance skills.
Students can only reach their full potential when the teacher providing the instruction has a clear, consistent plan in place for classroom management. Successful teachers realize the need to implement their classroom management plan the minute students walk into the classroom. I firmly believe in greeting my students at the door each morning. I always require my students to greet me as well when they arrive to the classroom. Additionally, I have been known to ask questions about content that was covered the previous day. In the past, my students looked forward to answering addition, subtraction, multiplication, and division problems when they arrived to school each day. Some students would even “forget” something in the hallway so they could go through the line again. This was a quick, easy method that allowed me to account for each student and to let them know right away that I cared about them and expected them to be on task right from the start.
During mathematics we typically begin with whole group instruction and then move into cooperative learning pairs or teams. A great deal of thought goes into how I structure my groups and teams. Teams typically have mixed ability levels. For instance, if I have a high student in a group I will also include a med-high students, a medium student and a medium-low student. Another group might have medium-high, medium, medium-low and a low student. I try to structure my groups in this fashion so one student does not try to do all the work. Ideally when students work through problems I like to have them work alone initially and I allow them to use whatever manipulatives they like to solve the problem. My classroom is set up so students are able to reach all the manipulatives they might need to solve a problem. After students work through problems independently then they will share what they have done with their group. During this process students take turns discussing responses; when we start this process I spend a great deal of time modeling what this looks like. Then I have students model how to work well in groups. In order for students to achieve success and work well collaboratively, they need to see lots of modeling from myself and their peers. Also, I constantly move around and provide support as needed.
Besides planning structures for collaborative teams and setting up my classroom for success, I also try to incorporate manipulatives and different strategies when they are most useful. During EDMA 654 I researched “Teaching Algebra with the Use of Manipulatives”. During my research I learned how to incorporate manipulatives effectively in a K-8 classroom. I also learned how to use manipulatives to support instruction in geometry. During EDMA 655 I learned how to make constructions to help teach different geometric skills such as three-dimensional shapes. I also learned how to use constructions to teach other skills like bisecting angles, for instance. Overall, I feel more comfortable using strategies and instructional materials that “develop critical thinking, problem solving and performance skills,” (Goal 6).
Goal 6: Classroom Management: Active Engagement of Learners
- Demonstrates clear knowledge of effective classroom management, human motivation and behavior
- Demonstrates knowledge of a variety of strategies to foster active engagement, self-motivation and positive social interaction
- Strategies to promote positive relationships, cooperation and purposeful learning are also well represented
During the course of my master’s program I read a book by Dave Burgess called Teach Like a Pirate. In his book Dave Burgess speaks about teaching with passion. I am incredibly passionate about math; my love for math keeps my students engaged and motivated. Even students who claim they don't like math, seem to be engaged and motivated during math. Also, many of my parents became more involved in mathematics as a result of the research study I conducted on Parental Involvement in Mathematics. Besides teaching with passion Dave Burgess shares one of his "Big Secrets", that “is to spend less time trying to get students interested in what you are presenting and more time making connections between what you are presenting and what they are already interested in,” (Dave Burgess, p. 347).
In order to know what students are interested in, we have to get to know the students. We can do this by creating a safe, supportive environment where our students feel valued (Burgess). (Taken from: "How Do We Keep Our Lessons Engaging" a blog for EDET 668). Below is an example of how I took my students' and childrens' interest in Minecraft and used it to incorporate science, technology, engineering, and math or STEM.
During the spring semester of 2014 I took a break from teaching in order to move with my family. I stayed in touch with many of my parents and tried to provide extra work via my website. I shared assignments I was doing with my own children and their friends. One assignment was a STEM assignment to design a bridge. After students designed the bridge they got to create the bridge in Minecraft. I was able to manage this project because my students and my children are so familiar with working in cooperative groups. My students were motivated, engaged, and socially interacting during the activity. Seven months later, my son still asks if he can log onto Minecraft and design a new bridge.
As one can see, I work diligently to set my students up for success in and outside the classroom. I also work hard to keep parents informed and involved. I feel parental support is a crucial piece to successful classroom management. Children are more excited and engaged in learning when parents are given the chance to play an active role in the classroom.
Resources:
Burgess, Dave. (2012). Teach Like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your
Life as an Educator. Dave Burgess Consulting Inc.