Mar 1st, 2010
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Are you asking, “How do we communicate in a variety of ways and do this effectively? The answer to that begins with good lesson planning. Teaching mathematics is not simply standing in front of a group of students and telling them how to add and subtract. It is more than grading homework, papers, tests, or telling which page to read and what problems to do for homework. One important aspect of becoming an effective teacher of mathematics is taking the necessary time to plan the lesson they conveys the mathematical ideas and information your students need to learn. That is, communicate what your want them to learn and give them a variety of approaches in which to do so!
Teaching is not easy. It requires tremendous time, energy, dedication, and resilience. You need to:
- Motivate the students to want to learn.
- Create appropriate learning environments.
- Patiently explain the material.
- Provide activities that focus on and integrate mathematical ideas.
- Deal with a variety of learning modalities and capabilities.
- Establish classroom management skills.
- Assess progress(both yours and the students).
- Grow personally.
- Be enthusiastic.
- And so much more!
Teaching is selling. You must be an advocate of mathematics. Belief, excitement, and enthusiasm about the learning of mathematics are necessity. If you do not seem interested in what is going on in class, why should your students? Good classes do not just happen. They are carefully planned and orchestrated. Certainly there are deviations from the plan, depending on happenings during the class, but the framework is laid out well ahead of time.
Prior to teaching, it is imperative that the covered topics be carefully contemplated and organized. Planning also provides the opportunity to connect topics from different lessons and subject areas thought the course.
Feb 22nd, 2010
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Assessment can be incorporated into your lesson plans to determine students (and your-remember the mirror test?) progress. You can give a homework assignment and them check it to see if the subject has been mastered. Quizzes, tests, portfolios, groip work, reports, individual projects, and software programs as well as a plethora of other means can all be used to provide insight into the progress of students. You need to determine how successfully you created an environment in which the students could learn the material, and wheather or not the class understood what was covered. Deciding how well you did is not always easy. Some of us tend to be too critical of ourselves. Others are quite lenient when it comes to self-examination and decide that it had to be good because “I” did it. Somewhere between those two extremes is probably where most of us will land. A few moments for reflection can be very revealing:
- Where the examples clear and pertinent?
- Did the students ask similar questions repeatedly?
- How were the questions I asked answered?
- Did the students shows reflection and thought?
- Were the students able to relate the topic to prior work?
- Were the applications clear to the students?
- Could the students see the relevance of the topic?
- Did I act excited and interested throughout the lesson?
- Can the presentation be improved? Where? How?
- Would this lesson be effective with another class?
This is not an exhaustive list of questions to ask as you go over your self-evaluation, but it is a start. Video or audiotaping a class can prove quite revealing. You may also want to create a lesson checklist for yourself. At the end of the day (when you have time), go through the checklist and make notes regarding the effectiveness of the lesson. Be sure to use checklist items that are important to you. Remember this list is a self-assessment of your lesson. You will probably be the only one to see it, but that does not excuse you from doing the self-evaluation.
Another form of lesson assessment can be from student feedback. Have students keep a small notebook that can be used as a math journal or anonymous comments handed in on index cards. Periodically, ask your students to answer questions such as the following:
- What was the most fun in mathematics during the past week?
- What gave you the most trouble?
- What would you like to learn more about?
Collect the students’ journals every week or two. This can be extermely valuable for assessing both lesson effectiveness and student progress throughout the year.
Feb 15th, 2010
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Parents often feel that their children are the “best and the brightest,” regardless of their grades or score on an IQ test. In fact, the Theory of Multiple Intelligences, developed by Dr. Howard Gardner of Harvard University, suggests that there are many different way of being “smart.” Gardner has identified eight are of intelligence: linguistic, musical, logical/ mathematical, spatial, bodily/ kinaesthetic, interpersonal, intrapersonal, and naturalist. The idea is that we all possess each type of intelligence, just to varying degrees.
The book you’re smarter Than you Think: A Kid’s Guide to Multiple Intelligences, by Dr. Thomas Armstrong, discusses these different types of intelligence and provides practical suggestions for building on strengths and copying with difficult learning tasks. Here’s how Dr. Armstrong describes each type of intelligence. You may want to use these descriptions to talk with your child about interests and strengths.
- Word smart (linguistic intelligence): You like words and how they’re used in reading, writing, or speaking. You may enjoy word play and word games, foreign languages, storytelling, spelling, creative writing, or reading.
- Music smart (musical intelligence): You appreciate music, rhythm, melody, and patterns in sounds. You are capable of hearing tone and pitch. You may appreciate many different kinds of music and enjoy activities like singing, playing instruments, listening to CDs, or attending concerts.
- Logic smart (logical-mathematical intelligence): You enjoy figuring things out and may understand numbers and math concepts, like finding patterns, and have fun with science. You may like riddles, brainteasers, computers, creating your own codes, or doing science experiments.
- Picture smart (spatial intelligence): You love to look t the world and see all the interesting things in it. You may be able to picture things or images in your head. You may be able to take what in your head. You may be able to take what you see and use your imagination to show others your vision through art, design, photography, architecture, or invention. Read the rest of this entry »
Feb 8th, 2010
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Teachers today are becoming better trained in assessing individual student needs and responding to those needs in appropriate ways. While there are many definitions of differentiated instruction, Tracey Hall, Ph.D., provides one that is particularly helpful: “To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preference in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class.” In other words, teachers now adjust the pace, style, and level of instruction to meet the needs of individual students in their class. The goal is to provide quality instruction for all students. Ask your child’s teacher if he or she is differentiating instruction in the classroom and how he or she is differentiating for your child.
Feb 5th, 2010
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Learning about other cultures can be fascinating. Here are several suggestions to try with your child:
Read to your child about life in the country(or countries) where people speak the language he’s learning.
If you have friend from that country(countries), ask them to spend some time talking with your child.
Seek out articles in National Geographic and travel magazines(the more pictures, the better).
Volunteer to assist with international fairs at your child’s school.
Obtain posters and other small items from travel agents or import shops.
Visit a local restaurant that specializes in food of the country.
Talk to friends around the world on the internet.
Try using games, especially if you can speak the language. Work with your child to make flash cards of the words he/she is learning. Since most of these will have to do with animals, foods, colors, people, and actions, make word-and-pictures cards for playing connections or wet Cat(a game similar to Old Maid). Make cards to teach vocabulary from the language and facts about the countries where it is spoken; then use a trivia board game to track progress and keep score.
Use your imagination!
Feb 3rd, 2010
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Each of us has both strengths and challenges in learning. We’re just naturally better at some tings than others. Part of becoming a successful students is learning how to emphasize what we do well and cope with areas of learning that are more difficult. You can help your child do just that–discover his/her strengths and find ways to work through more difficult tasks. The best way to learn how your child thinks and learn is by observing his/her and talking with his/her.
You may discover that your child learns material best in a way that is different from how you learn or different from how you would ordinarily approach a task. Some people are visual learners–they see and they remember. Some people are auditory learners–they hear and they remember. Some people are kinesthetic, or tactile, learners–they learn by touching, feeling and moving. Some people are “combos”–they learn with multiple pathways. Think of ways to build on your child’s learning strengths. For example, in learning spelling words, if your child is a visual learner, make spelling flash cards. Have your child read the flash cards several times, and then take a practice spelling test. If your child is an auditory learner, go over the words with a “mock spelling bee” and then take a practice test. If your child is a kinesthetic learner, have his/her write the words or type the words several times and then take a practice test. If your child is a combo learner, try all of the above.
Finally, if you can’t get a handle on how your child learns best and if you have concerns about your child’s progress in school, talk with your child’s teacher to get some ideas. After consulting with the teacher, you may decide to have your child tested either privately or through a school psychologist to learn more about his/her strengths and challenges in learning.
Feb 1st, 2010
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Schools don’t typically teach children how to study for tests. Some children manage well regardless, but others need step-by-step guidance. Here are some suggestions you can use to help your child prepare for tests, eliminate night-before panics, and lessen test anxiety.
Before The Test
- Find out the teacher’s system for scheduling tests. Some tests might be given on a regular basis (example: spelling tests every Friday). Others might be more irregular or incidental(example: social studies tests when a chapter or unit is completed). On the day test is announced (and provided that your child tells you about it), work with your child to plan a study schedule that doesn’t leave everything for the last minute.
- Encourage your child to study “actively.” Children who underline key words in the text (if is allowed), take notes, and write outlines while reading are more likely to do well than those who merely let their eyes wander down the page.
- Have your child invent questions that seem likely to appear on the test. Then have him try to answer the questions. This will point out areas of study that need more attention and review.
- Teach your child the “STAR” test-taking strategy. This is particularly useful for timed tests, although it can also be applied to untimely tests.
- Survey the test to see which items can be answered quickly.
- Take time to read the directions carefully.
- Answer the questions you can answer quickly, leaving difficult items for last.
- Reread the questions and your answers, making any needed corrections.
- Reassure your child that it’s okay to leave answers blank or guess answers if he doesn’t know them to can’t figure them out. Some children are reluctant to go on to the next question; they get stuck midway, and their grades suffer as a result. Your child may need to practice this on untimely tests before attempting it on timed tests.
- Make sure that your child is well rested and fed on the morning of the test. If time allows, you may want to take him out to breakfast so he will have pleasant associations with the day.
After The Test
- Talk to your child about the test. Which parts were easy? Which parts were difficult?
- When the graded test is handed back, work with your child to analyze any errors. Try to determine why each errors was made. Was it a careless mistake? Was information omitted when your child was studying for the test? Did he/she forget something covered during the study session?
- File the test and any notes or outlines made prior to the test. These can be valuable references and study tools for later cumulative tests.
Jan 29th, 2010
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Teachers have heard many excuses about homework they given to students, the first teacher made the first homework assignment. As long as teachers keep giving homework, most students will keep trying to get out of doing it.
Why do teachers bother with homework? Why do they continue to inflict homework on kids, their parents, and themselves? In fact, there are several excellent reasons:
- Homework encourages children to practice skills they haven’t yet fully learned.
- Homework gives children opportunities to review skills they might otherwise forget.
- Homework enriches and broadens a child’s knowledge.
- Homework teaches responsibility.
- Homework allows for tasks that are too time-consuming to be finished during school hours.
As a parent, you can probably think of a few more reasons. You may remember times from your own childhood when a homework assignment made the difference between fully understanding a subject and barely grasping it, between excelling on a test and just scraping by. There may have been occasions when you actually enjoyed doing your homework - when you sat at the kitchen table or sprawled on the living room floor, working at your own pace on a project that fascinated you, without the distraction of the classroom.
Of course, this is not your homework we’re talking about here, but your child’s. You have taken on a new role, that of a homework helper. This role is one that can be confusing and frustrating. You probably truly want to help your child with this daily task–and know you need to help–but you may not know how to get started. Here on this site can help you to take those first steps. That will outline how to create a homework plan, set up a study area, deal with numerous problems that may occur, and help you install a love of learning in your child.
By deciding to help your child with homework, you will start paving the road to success for your child–in school and beyond.
Jan 28th, 2010
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Some children absolutely cannot or will not do their homework despite rewards, consequences, promises or threats, and despite the best and most caring efforts of parents, teachers, tutors, and other concerned persons. If your child’s problems resist any and all of the troubleshooting strategies outlined in this article, you probably need professional assistance. Ask the teacher about the school’s procedures for a psychological evaluation, or seek outside testing. Discuss the result in a conference with the teacher, the school counselor, and the principal.
A change in classroom assignment may be called for. Some children thrive when they are moved to another room at the same grade level; others need more specialized help in the form of a class for learning differences or disabilities. Or the test results may show that a child is being under-challenged and would benefit from a program for gifted students. Or they may indicate the need for a period of psychological counseling.
Try to be objective when studying the alternatives presented to you. Keep in mind your primary purpose: helping your child. With that as your goal, you’re certain to make the right decision.
Jan 26th, 2010
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Many parents feel they don’t have the skills to help their children with homework. Yet, research has shown that the quality of the parent-child interaction is more important than the actual techniques used. You might be surprised at what a good teacher you can be!
Helping with homework, however, doesn’t have to be your responsibility alone. You may discover that more than one family member is willing and able to lend a hand. As you decide who should help your child with homework, consider these questions:
- Is there someone in your family who’s a “natural teacher”? Maybe it’s a parent. Or maybe it’s a sibling or other relative who lives nearby and is willing to help.
- Is there someone in your family who’s especially knowledgeable about or talented in a particular subject area? Maybe Dad studied French in college. Maybe big sister is a math whiz.
You might also look beyond your immediate family. If your child spends the after-school hours with a sitter, perhaps the sitter can help. Or maybe the sitter you regularly call for weekday or weekend evenings can lend a hand. And don’t forget about other children your child knows. Kids who study with friends can help each other. For the sake of simplicity, this article is written to the parent and assumes that the parent is the one who will most likely be involved. But that doesn’t have to be the case. Ask around and your may find that help is available from other resources.
Of course, you should exercise good judgment in any of these arrangements. Be certain the person really wants to help and understands this basic principle: Homework should never be done for the child. Also make sure that the person has the time. Helping with homework should not put and excessive burden on anyone, particularly siblings. If big brother has an especially busy school and social schedule, the added responsibility may not be beneficial to him or to the child in need of assistance.
You should also be aware that online help may be available to your child. Some schools and schools districts have web sites with online “Dial-a-Teacher support. Such sites typically include links, frequently asked questions, and email response for individual queries.
