Sometimes we teachers just get in the way of learning. Unfortunately it is very easy to fall into the trap that we have to grade everything that we give our students to do and this really is not the best way for our kids to learn. If you allow the kids to try and work through the problems on their own and then let them peer tutor themselves, there is a better chance that they will actually learn the concept.
Case in point…
Earlier this week I gave my students a worksheet that consisted of sample word-math problems relating to various Physics formulas. This is information that we have been going over for the last couple of weeks and it was simply putting math to the concepts. My instructions were for them to do as many of the problems that they could on their own and if they get stuck, try their hardest to work through it. After 20-minutes I then told them that IF they absolutely could not do anything more on their own, they then could pull out their notes and the book to see if that helped. I gave them another 10-minutes to have them try and figured out the problem with additional resources and then I told them that IF they were still blocked on some problems then they could get help from ONE other person. I then had the answers taped to the back counter so they could check to make sure they got it right.
The key to this was that I emphasized over and over again:
“This is not for a grade! Simply copying an answer from somebody will not help you at all so LEARN from your friends, do not COPY from them.”
Two days later I gave an actual assessment on the material and the results were incredible! The comprehension was much higher than in the past where I was just doing “drill and kill” graded assignments. Once I took the pressure off the kids about not worrying about getting the right answer compared to learning the process, they learned the information much quicker.
Sometimes teachers just get in the way of learning…
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about this site...
This site is basically going to be some rambling thoughts from a middle school science teacher. I want to share some insight in what it is like being surounded each day by the "hormonally challenged" and why I could not imagine doing any other job.
I would love to get your feedback so please leave comments along the way...I always encourage lots of participation in my classroom.
And if you want to simply drop me a line or ask me a question, you can email me at:
I would love to get your feedback so please leave comments along the way...I always encourage lots of participation in my classroom.
And if you want to simply drop me a line or ask me a question, you can email me at:
about me...
- the teacher
- Well in a nutshell I am somebody who left an eight year career in the high tech industry to try and inspire greatness in young teenagers. Not only am I crazy enough to WANT to teach middle school, but I am also in process of getting my Masters in Middle Level Education...I have to be committed to be doing that (either as in being "dedicated" or "hosptialized" - your choice)
copyright...
Everything on this site is under copyright of the teacher. If you want to use or link any content you find here for non-commercial purposes, please make sure you reference this site. Hey, I am a school teacher after all and I do not even let my students plagiarize...
9 comments:
My students don't want to do anything if it's not graded. If it's not for points, most of them won't attempt it. The youngest are in 9th grade, so they are probably older than your students, but still, do you have any suggestions?
Miss W,
Oh I definitely have students like that as well. It gets frustrating in just how many there are who just do not care about the learning, just the grade.
But in my class there are only 11-13 assignments a quarter and so I explain that if you do not take these ungraded assignments seriously and then use them as study tools on your test, then you will not do well on the test. As a point, I actually take questions from these types of assignments and put them on the test. I then make a big deal of pointing out to them that the test question was the same (or close to it) on that assignment and don't they feel really silly now for not taking it seriously.
For some students they will never get what I am trying to do and they will fight me on it and usually end up doing really bad grade-wise. But I always felt that I should not care more about a student's grade than they do. If and when they want to succeed and do well, I will do everything in my power to make sure that happens. But if they fail, well, they really had to consciously want to fail because I put up tons of support nets to help them if they want them.
I make students check with a classmate before I will help them. They will listen better to their peers, and both the peer tutor and the student that needs help benefit.
Congratulations on an excellent post and example of what repeated studies have conclusively proved. Namely, students retain approximately 90% of what they "want" to learn in concert with active engagement in the learning process.
"Peer to peer" is a time honored and valuable instructional technique. For example, it is used in various advanced combat arms schools in the US Army. In the instant case, your use of the peer to peer model promoted a “want” to learn on the part of your students. We know from studies that at certain ages peer relationships are of the greatest importance. We want to look good, perform well, etc., in front of our peers.
You did a bang on job of repeatedly framing the context of the students using "the buddy system" as that too is a key to success.
In my advanced math class, our test review is always done with "buddies." The kids are so incredulous at first that I am actually allowing them to "cheat" (5th graders), but it has proven very effective. I love wandering the room and hearing the Math conversations that are going on!
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Shann said: "I love wandering the room and hearing the Math conversations that are going on!"
Yeah, that is one awesome and uplifting experience ... to hear students actively engaged and doing so of their own accord. The "buddy system" works extremely well in some circumstances, ditto for small groups as well.
Win Wenger, Ph.D. has authored an excellent high end accelerated learning book titled "Dynamic Teaching". Definitely worth reading and adding the "Teacher Library of Helpful Instructional Methods".