What to Do and What Not to Do in the First Two Weeks of Elementary Math Classes
It's the middle of summer, and you're probably nervous about preparing your classroom and organizing courses for your pupils. Perhaps you have new materials or would like to try a new activity that you read about on a blog or saw on a website. You might have attended a professional development course and want to put what you learned into practice.
Having said that, there are several behaviors and customs in the first few weeks of arithmetic instruction that we should all reconsider. Remember that this is the time to create routines and expectations, as well as to foster a good learning environment, particularly in arithmetic. Consider the following tips if you want to improve your math lesson plans to make the most of the initial weeks.
Also Check: Nursery in Sohana Road Gurugram
MATH LESSONS IN ANOTHER MANNER
Avoid administering timed tests in the first few days.
Why? When evaluating student knowledge, time should not be an issue. Fluency has nothing to do with time. Math isn't supposed to be about timed fact tests; instead, it's about discovering connections, noticing patterns, and experimenting with numbers.
Instead, play math games that include the skills you want to evaluate. Math-related games or activities will appeal to students. You can see what skills a student possesses and what help they may require. You may wish to have students write down their calculations on paper for you to look at later, depending on the game.
Spending days drilling and killing should be avoided.
Why? Drilling and murdering are not interesting to students. Worksheets are exhausting and do not involve critical thinking. They are an outmoded method that expects students to rely on rote memorization rather than thinking.
Instead, use a performance evaluation activity to better understand your pupils' mental processes. How do they interpret the problem? What are they going to do first? What approaches will they take to fix the problem? You may learn more about a pupil by seeing how they tackle a problem than by looking at a range of worksheets. Find an activity that allows students to interact with manipulatives.
Avoid: plunging headfirst into your curriculum or textbook.
Why? Math isn't about flipping through textbook pages from lesson to lesson. Immediately diving into a textbook dulls the thrill and beauty of arithmetic. Math is all around us, therefore demonstrate to kids how math is about making sense, connecting, proving, and reasoning.
Instead, have a math conversation. To start kids talking about what they see, use routines like "Which One Doesn't Belong?" or "Would You Rather?" Insert a number talk graphic and instruct pupils to count "How many?" Three-act tasks are energizing, especially in the first several weeks of school. Students also appreciate the visuals conveyed in Three Act lessons.
Avoid: Taking a computer-generated diagnostic test during the first week.
Why? Teachers use the first few weeks of the school year to get to know their pupils and their needs. Staring at a computer screen and taking a third-party test is not the greatest approach for students to learn. No teacher should ever defy a principal's or district's mandate. However, if you have some leeway in deciding when to do this work, try deferring it until the second week of school. Another option is to finish the diagnostic in little chunks so that kids are not overwhelmed.
Create a good math environment instead. Initiate a conversation with pupils by inquiring about their personal experiences with math study. Inquire, for example, "What constitutes a math person?" or "What are your emotions about math?" Discuss your expectations for making mistakes with students, informing them that it's OK to make mistakes since we expect them, appreciate them, and will rectify them. Teach them about growth mindset and how their brain expands with each mistake they make.
Once your pupils are receptive to math possibilities, begin plunging into your program by the third week of school. They'll be willing to put in extra effort in math since they know their brains are developing. As teachers, we must demonstrate that we value their work and efforts. The practices we want to avoid give mathematics a bad name. We must foster a pleasant learning environment that both embraces and honors mistakes.
Comments
Post a Comment