Why take the risk?

This year I made a few changes in my math classroom.  Drastic changes.

Sometimes, I don't have enough chairs for all my students.

Sometimes, I don't have any chairs for my students.

Sometimes, I don't have any tables for my students.

Sometimes, I let students work individually

Sometimes, I let students make their own groups.

Sometimes, I let students write whatever they want on the board before writing a quiz.

Sometimes, I let students talk to each for a few minutes while they are writing a quiz.

Sometimes, I only teach 2 students a new concept and don't bother teaching the rest of the class.

This is extreme.  I realize that.  So, why do it?

I have taken this risk for the sake of my students.  As a teacher, it is my duty to provide students with a classroom environment that induces mathematical learning.  There is method to this madness.  

Believe it or not:

Math is not about memorizing multiplication tables.

Math is not about moving around letters in an algebraic equation.

When a Grade 12 Pre-Calculus student still pulls out their calculator to multiply 7 x 4, it doesn't really bother me.  Not everybody has the gift of memorizing the multiplication tables, so although it can be helpful, it does not make the student more or less of a mathematician.  I am more concerned if they don't know whether to 'add' the numbers or 'multiply' the numbers.

I cannot teach 'whatever I want'.  When I am assigned a course, I am obligated to teach a specific curriculum mandated by the government.  Check the curriculum document for mathematics, and you do not immediately find a checklist of things to teach.  THIS is what I find:

GOALS FOR STUDENTS

The main goals of mathematics education are to prepare students to: 

• solve problems 

• communicate and reason mathematically

• make connections between mathematics and its applications

• become mathematically literate 

• appreciate and value mathematics 

• make informed decisions as contributors to society.

In order to assist students in attaining these goals, teachers are encouraged to develop a classroom atmosphere that fosters conceptual understanding through:

• taking risks 

• thinking and reflecting independently 

• sharing and communicating mathematical understanding 

• solving problems in individual and group projects 

• pursuing greater understanding of mathematics 

• appreciating the value of mathematics throughout history.

Isn't this amazing!  These are skills that can benefit my students in life no matter what their personal or career goals are.  

My Grade 10 students need to learn how to graph a straight line.  I know the easiest way to graph a straight line.   I have done it hundreds of times.  You will agree that the most efficient way for my students to learn this concept would look like this:

1. Students sit quietly in straight rows.  Preferably assigned seating to minimize 'trouble spots' in the classroom.
2. I give a clear explanation of how to graph a line using some diagrams, hand-waving, stories, etc.
3. The students copy the diagrams/words into their notebook.  They are unable to transcribe my hand-waving and stories into their notebook.
4. The students try a practice problem and ask questions when they get stuck.
5. One student asks "Where would we ever need this?"
6. I talk about a practical application.  They look skeptical.
7. Students get started on homework.  Homework is a set of problems almost identical to the one I gave them.
8. Quiz next day will show me if the students completed the homework and understand the problem.

No surprise. The average student hates math.

This way of learning/teaching might work for some students/teachers.

But not for me.

Here are a few reasons why I have kicked 'traditional' mathematics out of my classroom.

I value collaboration and teamwork.  

So, I give it a prominent place in my classroom.  They need to learn to work well in a variety of situations.  In pairs. In large groups. 1 girl with 3 guys. 1 guy with 2 girls.  Creative thinkers with logical thinkers.  With friends. Without their friends.  This is why I change the groups every single day.  This is an important life skill.  

I value problem solving.  

So, I give it a prominent place in my classroom.  Students need to learn to solve a problems without 'parroting' my efficient solution.  They need to put effort into understanding the problem, choosing and carrying out a strategy to solve it, and checking if their solution is reasonable.  To practice this skill, students need to see problems they have not solved before.  Otherwise, it is not a problem.  It is a chore.  

I value persistance.

So, I give the students freedom to struggle.  They need to learn how to find another strategy when they get stuck instead of giving up.  When they fail several times before succeeding, their success is that much more meaningful.  They will also not forgot the strategy.  I think my students hate me a little bit when I purposely let them struggle on their own.  It pains me when they are confused and crying for help.  But if I step in and 'rescue' them the moment they start struggling, they will not learn the skills to rescue themselves when they are on their own.  

I value learning.

So, I give my students opportunity to learn.  Learning any new task, whether it be math or using a baseball bat, usually looks like this: 

Week 1: 

Try. Fail. 

Try. Fail. 

Try. Almost got it...   

Week 2: 

Try. Fail. 

Try. Almost got it... 

Try. Yes, I get it!

Week 3: 

Try. Almost got it. 

Try. Yes, I get it! 

Try. Yes, I get it!

In 3 weeks, this student has a 33% success rate.  Clearly, this student is a failure when it comes to hitting a baseball. Right? Perhaps talking to the student will help.  "You need to pull up your grades!  It is in your best interest to show immediate success when we start the next unit: volleyball."

Obviously there is a learning curve!  This student has shown drastic improvement.  This is why I no longer have my students write quizzes during this learning process that will affect their grades.   When I quiz them while they are still in the learning process, I may allow them to discuss the questions with others or look in their textbook.  I observe the students carefully.  Who is working independently?  What types of questions do they ask their peers?  What type of support do they need to master the content?  The quiz is now a powerful learning tool instead of burden that can sink a student into failure.

So, for the sake of the students, I have risked my 'safe' classroom environment in attempt to build a learning environment.  This is still a work in progress.  I hope to share some of my experiences on this blog as I shift my classroom from a teacher-centered environment to a learning-centered environment.


Oh, in case you are still wondering, when they don't have a place to sit, my students work through math problems on the whiteboards that hang on all four sides of my classroom or stand around the waist-high table that takes up space in my room.  Besides keeping them alert, the advantages of this are best left for a future blog posting.

Here is a video that has made some impact on my views of education: Changing Education Paradigms