Tag Archives: reflections

Many Questions, Few Answers

So in trying to be a better teacher this year, I have a few questions that I would LOVE LOVE LOVE LOVE LOVE LOVE like, seriously, LOVE if you could add your input either here or on twitter (@mathymeg07)

1) I’m really trying to “you, y’all, us.”  But Y’ALL is soooooo slow.  I hear them having great conversations on example three for 10 minutes, but I want them to see example four before they leave, too!  How do you not worry about time?  Or how can I better plan or pace my class time?  I am trying to book it through bellringers, homework questions, discussion/lecture/practice and definitely not having enough time to finish or even squeeze in a quick formative assessment (other than me going around and looking at their work in groups).  And I don’t want this “oh, the learners will learn at their own pace and just take as many days as you need” because I have approximately 217 objectives to cover in Algebra II.  (FYI, we switch between 47 and 52 minute classes every other day).

2) The class is finally rocking and rolling and 25/26 have the correct answer.  What do I do with the one kid who doesn’t get it?  Move on and tell them I’ll help at the end, but I won’t really because I’ll run out of time?  Tell them to come back later, but they won’t?  Have someone (or me) explain the problem even though 25 of them have it solved correctly?

3) Also, what about the one kid that is always finished first?  I have one kid that has already finished the application practice we’re going to work on tomorrow.  I don’t mind that he has because I’m also the type of person that will work through something you give me until I am done, whether or not it is assigned.  I would just like to make class time more worthwhile for him.

4) What do you do with the kid that answers every. single. question?  Or, I guess to describe it better, the kid who thinks out loud.  Loudly.

5) I tried whiteboarding mistakes and I really liked it for the groups that were making the mistakes.  However, some students complained that it confused them when we went over them.  How can I make whiteboarding beneficial for the students that got it and for the students that are still struggling with the concept being whiteboarded?  (side question: could we come up with a better name than “whiteboarding” so it doesn’t seem like I’m using questionable spy tactics with my students?)

6) How can I get over the feeling that I am letting some kids flounder by pushing so much of their learning onto groups and away from directed teaching?

Again, I would appreciate ANY AND ALL COMMENTS, SUGGESTIONS, OR MAGIC POTIONS!!  Thank you!

Category: Reflections | Tags: ,