C is for Cookie That's Good Enough for Me

That's the song of the Cookie Monster I remember from my youth. CM sings about the letter "c" and begins by saying, "Cookie starts with the letter c, what are some other things that start with c?  Who cares about those other things..."  This is what it sounds like when teachers say, "I didn't learn this way and it was good enough for me!"  

The thing of it is, you may have come to terms with the idea of robotically following a routine without understanding why you're doing it and why it works. But it should not mean you are to subject your students to the same misfortune. I know it's a harsh reality when you find out what you thought you know isn't exactly right. It's like finding out the guy you thought was totally into you is actually madly in love with someone else. If you continue on as if you and him have a future together you'd be living in a false reality. 

Now let's apply that analogy to math instruction. You've found out that the math instruction you've been using for the past 5, 10, or 15 years is not as effective as you thought it was. So are you going to continue on in the same manner even though you know the truth?  Or do you push pass the discomfort of not knowing and begin to develop your own understanding in order to meet the needs of your students?

The Cookie Monster song: http://youtu.be/Ye8mB6VsUHw

When Kids Don't Get It

http://youtu.be/KdxEAt91D7k I was first introduced to this video as a math coach. Like many others, my initial thoughts were, "Oh this is too cute, oh this is so funny". My perspective today is different. I see the truth behind the humor, as my husband quite other says, "The truth is in the joke".

What happens when kids don't get it?  As teachers, we are called to meet each kid where they are and bring them as far as they are capable of going. But as we are bringing them along, are we sure, we aren't  leaving them behind, bewildered by the lack of support and guidance from the teacher who has handed them a failing grade. When students don't get it, what clicks in your mind?

For me, when I am analyzing student performance, I mentally go through a flowchart of instruction. 

Was the concept introduced conceptually? If yes, what strategies were developed, discussed, and implemented to allow the student(s) to gain understanding?  If no, how can I guide students to begin to look at the content conceptually?

What methods, have I used to meet the students needs?  Have I tried more than one way?  If not, TRY ANOTHER WAY. 

When students don't get it and you find yourself using the same method every day for several weeks, there may be a flaw in your method. If what you've tried doesn't work, it is okay to say, "what I thought would be effective wasn't, here's how I will change what I did". This is why collaboration is so important.  You have the opportunity to bounce ideas off of other teachers. You find out what was effective or ineffective with their students. 

Like, shoes, clothes and underwear, education is not one size fits all. Math especially is not one size fits all. So if you have a one size fits all approach to teaching mathematics, consider the flowchart approach of reflection to ensure that when kids don't get it, you've done all you can do to ensure they can.  And chances are if you have, they will never receive an assessment with 6 out of 24 correct. 

I Can Say I'm Sorry

Most times when you're on the outside looking in, you have visions of how things should be on the "inside". As a coach, I always had this vision of how things should be within the classroom. I secretly frowned upon those who were not implementing county initiatives or best practices properly. I hadn't been long out of the classroom so I used that as my stripes to say, "I know what I'm talking about, I know how this is supposed to work. 

Now I find myself on the inside. I'm on the inside trying to make my out of box thoughts about teaching and learning fit. Well I'll be darn! Those ideals in which on the outside looked like it would fit within the round hole carved out for the round peg have now become square. 

So yes, while I struggle to make what's best fit best for my students, I say sorry to myself. Sorry to each teacher I secretly judged even if for a second. Sorry for each teacher who was in the midst of their productive struggle and I didn't stop to ask how they were managing it all. 

I can say sorry...