Suzanne at the Math Forum

While we were visiting our older son and his wife during our Thanksgiving holiday we noticed that their across-the-street neighbor turned his Christmas lights on Friday at dusk.

We first noticed them at around 4:00 pm as he was checking everything (quite a lot to check!) and adjusting here and there. By 5:00 pm or so it was dark enough for the lights to really stand out and sparkle. I found myself thinking:

* the effect of the holiday lights is more dramatic when it’s truly dark
* a full moon could lessen the contrast
* a timer could be quite handy because you could have it automatically set and not have to remember when the sun has fully set

And as I had these details running through my mind, I stopped myself and thought, “What does it matter?” When is timing really important? Does it matter that the holiday lights are on at dusk and they are still competing with the light in the sky? If Friday was an unusual day because he was just setting up, perhaps, all of the days after (when I wouldn’t be there to watch!) could be timed perfectly to take full advantage of the contrast of the dark sky.

I found my mind shifting to the classroom – how is timing important?

What makes for good timing? Is “perfect timing” achievable? How do we find the right time during a class period to present concepts or activities to maximize the effect? Is contrast important? Is set-up important? How do we know when we’ve hit our perfect stride? Is our (the teacher’s) perfect stride also our students’ perfect stride? Do they ever happen at the same time?

I often reflect on how a class may have seemed to me (since, after all, the teacher is a learner just as the students are — I should reflect on what happened to me during the class period). I try to reflect on how a class may have seemed to the students but how can I really know unless I ask them. Is there time? There should be.

Recently I had the opportunity to introduce the online Problems of the Week routine to four classes of sixth-graders. I prepared ahead of time by:

* setting up all of their logins
* creating a handout sheet with step-by-step instructions — individualized for each student (I used the “merge” function with MS Word and Excel — very handy!)
* selecting a problem with their teacher – we chose “A Cranberry Craving” — seemed fun since it has a Thanksgiving theme

My goals for the class period were to have the students:

* comfortable logging on to the Problems of the Week with their individual username/password
* be introduced to this system with a “step one” approach rather than a “final” approach to their problem solving

By setting up the training session (going over the technical aspects of the PoWs) in this way, I was attempting to influence their learning. I want them ultimately to be comfortable with the problem solving process. I want them to think of problem solving as something you do over time:

The goal is not to be over and done. The goal is to think, express, reflect, and revise.

Although I included that sentiment on their login instruction sheet, I didn’t dwell on it during the training. If the training is structured well, however, and the students practice each of the steps. I think with time they may understand the process I am hoping they adopt for problem solving.

What are your training routines? How do they support your teaching/your students’ learning?

In my role at the Math Forum I work with math teachers in their classrooms and from that vantage point I often view these “players” interacting with each other:

students <-> students
students <-> teachers
teachers <-> teachers
teachers <-> other professional development providers (other than me)
teachers <-> school administrators
teachers <-> district administrators
school administrators <-> district administrators

I find myself thinking of two common themes.

The first theme is from parenting — “Do as I say!” The TV show Mad Men comes to mind where the parents are drinking and smoking and it comes as a surprise to them when the young daughter tries to sneak a smoke in the bathroom. She’s just modeling the behavior of the parents, right? Is she completely to blame for an action that has been modeled by her parents?

As I think of that phrase “Do as I say” the implication is “and not as I do.” In many of the interactions that I view, the person of authority in any of the pairings is trying to improve the behavior of the other. I’m using “behavior” to include “instructional behavior” or, in other words, how the classroom is managed or functions. The classic example is when you find yourself being lectured to when the theme of the professional development is student-led instruction or something that is the opposite of lecturing!

The second theme is valuing — this has always been an underlying theme of my interactions with the Math Forum from my very first encounter in July, 1995. Each individual has value and the way that we acknowledge their value is to listen to them before suggesting any action or change. An example of how this works is our Noticing/Wondering activity and it turns out that it is extremely powerful!

If I pose a math context (without any question to distract us) and I ask students “What do you notice?” I am immediately valuing their input. As I listen and/or record their noticings, I am continuing to value their thoughts. And, when used well, I value and make use of those thoughts as we move forward with our mathematical thinking.

This first step of valuing could go a long way in working with teachers. Instead of imposing the next round of professional development “on” them, I wonder what might happen if we were to pose a classroom situation and ask them what they notice. It might take a little extra preparation but it would provide the valuing that is so needed. Teachers, just like their students, are not blank slates!

Think of a professional development session you have recently experienced. Was your initial state of mind valued? How successful was the experience for you?