I’ve been doing a lot more reading than writing lately as things have really been hopping at our place, but one of the things I’ve been giving a lot of thought to as I continue to work with our student teachers is how differently I think I would do things if I were a new teacher today. You know – the classic "if I knew then what I know now" thing. Likely, much of that is coming from me really starting to think about what kind of school experiences I want for our soon-to-be-starting-preschool son and our 2-week-old daughter.
Some of the things I believed when I stepped into a math classroom for the first time:
- Homework? Every night. This is math class, isn’t it?
- Partial credit? Do you give your mechanic "partial credit" when he sort of fixes your brakes?
- Calculators? No way! They keep kids from thinking!
- Tests and quizzes? Every Friday! And if you don’t "get it," the train will probably be leaving the station without you.
I’m not proud of this. Actually, re-reading the above it’s a bit embarrassing. But it’s the truth. Most likely this is the result of the way that I had been taught math. I was never the math uber-nerd who was teaching himself differential equations while the common folk memorized SOHCAHTOA, but I was always in advanced math classes and could pull a B with minimal effort.
Were I to start teaching today, I think things would be a lot different.
- Homework? Not every night. And not nearly in the volume I believed was appropriate before. If they don’t get it in class, I’m not sure I want to reinforce not getting it at home or (worse!) copying it from someone else.
- Partial credit? Show me everything. Show me enough to convince me you understand what you’re doing and we’ll talk about how you can earn all the credit.
- Calculators? Why stop there? How about a computer? I don’t know too many engineers or physicists doing long division by hand these days. Calculators do keep kids from thinking, but that’s not a bad thing. I’d rather a student spend time thinking about what steps he’s trying and why than how to add or divide fractions. That’s why I like Connected Math so much.
- Tests and quizzes? Sure. But only as part of a comprehensive system of authentic and formative assessments that will give me a realistic picture of just how much a student understands as well as what I need to do to help them make it the rest of the way.
Working with our student teachers has really been one of the most rewarding parts of my year so far. It’s inspiring to work with these students who are fresh, full of ideas, and not yet jaded by too many years in the system. Probably the best part for me has been how it’s caused me to reflect back on my first years in the classroom.
Thanks for entertaining my random Tuesday thoughts.
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