Blog #1

Create a positive and inclusive classroom environment where students feel comfortable asking questions and participating in discussions.  Students must feel safe in your classroom if they are going to learn anything.  If they fear what the teacher or what their peers think of them when they participate, they will not.  And calling on an uncomfortable student in front of the class does not get them "engaged".  Instead, it embarrasses them and they will shut down even more.  It is important that students do not see you, the teacher, as a threat, but as a partner in their learning.  Someone who will walk alongside them, support them, protect them.  How can you do this?  Here are a few ideas from my experience as a secondary math teacher.

• Establish an environment that is warm and welcoming.  Even though you may teach secondary students who act like they are too cool for school, most appreciate entering a classroom that has been decorated and organized.  You don't have to go crazy, but a little bulletin board paper, some border, and a few encouraging posters can go a long way in creating a comfortable setting for learning.  It sends the message that you care enough about teaching your class to make the space nice, so you will probably care about them (the students) too.

• Be aware of how you react to a "wrong answer" from a student right from the beginning of the year.  Do you respond in a way that makes the student feel like a failure, or do you respond in a way that helps them see this as an opportunity to learn?  I have gotten in the habit of asking students not only WHAT they got for an answer, but also HOW they got there.  By doing this for all students, regardless of whether the answer is correct or not, students don't feel singled out when I ask them to explain their process.  They realize it is just part of what we do.  It gives you, as the teacher, a better sense of the student's understanding and it gives the student a chance to catch their own mistake (if there was one).  If they do not catch their mistake, you can ask guiding questions that encourage them to take another look.  Then use any mistakes or missteps as a learning moment for all students in class.  

• Along with how you react, be vigilant about how classmates react if a student gives a wrong answer.  FROM DAY ONE, do not allow students to laugh, tease or otherwise make the student giving the answer to feel bad, even if it seems "good-natured".  YOU must set the expectations that we are here to learn together and to support one another.  Along with the teasing students, also be cognizant of the "helpful" student who immediately wants to jump in with the correct answer.  This student, although well-intentioned, can shut down a hesitant student as much as the teasing student can.  Set guidelines for things like giving a think pause after any student gives an answer, only raising hands to offer other answers if asked to do so, and if necessary, following through on consequences if offending students do not change their behavior after gentle reminders.

• Give students the chance to work or discuss in smaller groups before needing to speak to the whole class.  Think-pair-share  is a great way to give a student the chance to try a problem on their own, discuss it with other students, and then be asked to share with the larger group.  A Jigsaw activity also allows students to gain some confidence in solving a problem before be asked to share with other students.  If you would like to see an example of a Jigsaw activity, head to my TPT store for a FREE Jigsaw activity related to Circle Constructions.

• Give students some time to work on a problem or two on their own, showing their steps and process.  "Catch them doing good" as you walk around by picking a few students to share their solution.  Choosing students who used different approaches is helpful to let students know there may be more than one way to reach the answer.  Also trying to choose a mix of confident and hesitant students can help build confidence for all students.  Give students a heads up that you want to choose them by telling them you really like how they did their problem and ask if they would be willing to share with the class.  This will lessen the anxiety that some students may feel if they are called on the spot.