A Peek into My Classroom

As I make my return to the classroom, I embrace the excitement of creative opportunity. I add my personal teaching touch to the curriculum that I am trusted to implement and love every minute of it.

If you were to step into room 310, you'd likely notice:

A Thinking Classroom

To provide opportunities for my students to think critically about math, I put them into visibly random groups (I pull popsicle sticks with their names from tin cans), read a problem aloud (three times, see bullet below), listen to my students use academic discourse as they solve problems on vertical non-permanent surfaces, answer keep-thinking questions, consolidate up, and use the other components of Building Thinking Classrooms by Peter Liljedahl.

Marker Boards (Vertical, Non-Permanent Surfaces)

Three Reads

During a Thinking Classroom and anytime we’re solving a word problem, we use the Three Reads language and reasoning technique. I have an anchor chart with the steps and refer to it often. My students know I will read the problems aloud three times and they know the purpose of each read:

1. What's going on?
2. What quantities matter?
3. What's the plan to solve?

Sorting and Studying Student Work

When my students turn in assignments to me, I study them carefully and sort them into groups based on what they are able to show they know and are able to do, so I can teach in small groups. I don't always write a score on the top of their assignments, but I do always review them, sort them, and reflect on how my students' work is a way they communicate to me what they know and understand and what they need more help to master.

Small Group Instruction

I meet my students where they are and scaffold to grade level understanding in small groups. I meet with all students in small groups and they join me at the small group table for the lessons. Teaching in small groups gives my students the interaction with me they need and makes a significant impact on their learning. I have a designated small group table in my classroom with materials close by for efficient teaching.

Small Group Instruction Table

Positive Affirmations

My students respond very well when I provide them with positive, specific affirmations related to their work. So, I do this consistently as they practice in class as well as through notes on their assignments. When I return assignments with messages written on them, my students are excited to see what they say and proudly share with each other.

Positive note from the teacher on a student worksheet

Surveys

I ask my students questions about how they feel they are doing on specific concepts and allow them to respond with emojis and/or explanations. I find they are honest and relatively accurate with their responses.

Math Survey Responses

Dry Erase Boards

All of my students participate in practice activities when they use individual dry erase boards. There’s something academically safe about being able to erase and re-do, if needed.

Dry Erase Board

Reteach without Hesitation

I reteach often and without hesitation. And, I reteach not only when a large number of students aren’t able to demonstrate understanding. I also reteach when a small number need more support - that’s the beauty of small group instruction. When any of my students struggle, one question I ask myself in reflection is, "How can I teach them in another way and what was the barrier that got in the way the first time?"

Badges and Goal Setting

My students ask for problems to solve in order to earn a badge (sticker) tied to specific skills. My goal is for all of my students to earn all of the badges when they are ready.

Bulletin board with student math learning badge certificates

Final Thoughts

First, I love my students. I believe they are capable. I show them I care. I give them a fresh start everyday and sometimes, more often than that. Also, I don't claim perfection but I am committed to learn, grow, and give my best to my students.

I hope this peek into my classroom inspires you.