If there’s one thing I’ve learned in two years of implementing Building Thinking Classrooms with middle schoolers, it’s this—middle schoolers are quirky. They will find loopholes in everything. Give them whiteboards? They’ll doodle memes before and after solving problems. Randomized groups? Cue the dramatic groans and a few eye rolls. My stragies of dealing with these perceived loopholes have changed over time. Through trial and error, I’ve been able to refine BTC strategies into something that works. Along the way, I’ve seen lightbulb moments, genuine engagement, and even students voluntarily doing math without cues. Students now look forward to working at the boards and I even get asked about it if we haven’t been at the boards for a while. Here are five key takeaways that have made my classroom a more productive and thinking-filled space.
1.) Enhanced Student Engagement through Whiteboard Tasks
Vertical whiteboards have been a game-changer—seriously, they should be a required supply list item in the math classroom. The simple act of standing while working transforms the classroom collaboration. Students work in groups, bouncing ideas off each other, arguing over strategies (mathematically -most of the time), and actually discussing math rather than just passively completing problems. The best part? The whiteboards are a built-in accountability tool. When their thinking is out in the open, students stay on task more and there’s visible accountability And if not? Well, nothing humbles a student like having their TikTok-inspired doodle publicly erased by their teacher. I attempt to hide my joy while admiring and then erasing the doodles.
2.) Effective Use of Randomized Groupings
If you ever want to see middle schoolers experience an existential crisis, tell them they can’t pick their partners. Randomizing groups—whether through playing cards (my favorite), number draws, or via digital means is one of the best ways to break up cliques and get students working with different classmates. It forces them to develop social and communication skills, while also leveling the playing field. Over time students adjust, and the initial “But I don’t know them!” protests turn into actual collaboration. Plus, I like to remind them: in the real world, you don’t always get to pick your coworkers—so welcome to adulthood, kids!
3.) Establishment of Clear Norms and Expectations
Ah, expectations—the thing that keeps a thinking classroom from descending into pure chaos. The biggest lesson I’ve learned? If you don’t set norms with students, they’ll set their own (and trust me, you don’t want those). I saw this in my early days of using vertical whiteboards. Taking time at the start to co-create norms has paid off tremendously. Students take ownership of their roles by referencing a rubric, hold each other accountable, and begin reminding each other of the expectations. It’s a beautiful moment when you hear a student say, “Hey, we’re supposed to be discussing strategies, not ranking our favorite chips.” (Although, in fairness, that’s also an important discussion.)
4.) Reflective Practices to Assess Group Effectiveness
We’ve all had those group work moments where one student does everything while the others mysteriously “supervise.” To combat this, I’ve made reflection a consistent part of our process. Students evaluate their group’s effectiveness using rubrics and self-assessments, which forces them to admit that “staring at the ceiling or watching birds out the window” was not, in fact, a meaningful contribution. More importantly, it makes them think about how they work together—what went well, what didn’t and what adjustments they need to make. This reflection has been key to improving not just their math skills, but their ability to collaborate in a way that’s meaningful to their math learning.
5.) Transition from Mimicry to Genuine Understanding
Middle schoolers are absolute pros at mimicking steps without actually understanding them. Many of them have learned how to play school. I’ve seen students confidently apply a formula they copied from the whiteboard—completely unaware of why it works. Math teachers feel the vibes here. So, I’ve shifted the focus from “Just follow these steps” to “Figure out why this makes sense” and communicate it to the class. Through open-ended problems, discussions, and strategies that push thinking, students start asking why (especially if the task asks students to summarize their reasoning) instead of just asking for the answer. It starts with finding or creating high-quality tasks. It’s not always easy—sometimes they resist, wanting the quick fix or try to rely on one person in the group that may know the answer. But when a student finally connects the dots and excitedly explains a concept in their own words? That’s the good stuff.
Final Thoughts
These five takeaways have made me a more reflective teacher. Let’s be honest, the best teaching strategies require constant tweaking. Some days things run smoothly and I feel like a Building Thinking Classroom wizard. Other days, I wonder if I should just become a professional whiteboard cleaner. But that’s the beauty of Building Thinking Classrooms—it’s an ongoing process, not a one-size-fits-all solution. I’m still learning and will continue to do so by digging deeper into Peter’s book and visiting conferences. One thing’s for sure—my students are thinking more, collaborating more, and even their math journey. And that is making a difference.
Educational Aspirations 