Category: Student Ownership

Building Student Rapport

Image by:  Keerati

Building rapport is essential in any organization.  In a school setting, developing student/teacher and parent/teacher rapport  can lead to increased learning.  Developing a positive relationship takes time and is often not discussed in teacher preparation courses.  Like many teachers find out, this topic is often part of the ‘on-the-job’ experience and evident during the first year of teaching.

To be an effective teacher, students need to understand that everyone at the school is there to support their learning.  Building student rapport is vital and that positive relationship often encourages students to learn at optimal levels.  Having stellar rapport can lead to increased student confidence.  Increased student confidence may lead to increased achievement. How do you build appropriate student/teacher rapport?  The list below isn’t all-encompassing, but I’ve used and found success with many of the ideas below. I’ve included a link in each line for more information.

What are some activities or strategies that you use to improve rapport?

Student Data – Beyond the Scores

Image by:  Adamr

At times, I think that the term “data” produces negative feelings from some educators.  Why?  Well … sometimes  the term is negatively associated with teacher accountability.  It’s also one of those buzz words that seems overused at times.   As an educator, information/data can be an important tool in my tool belt as I utilize it to inform and individualize instruction.  I’m surprised to find that the general public seems to view student data as just scores from standardized tests.  I don’t think that data can be limited to standardized assessment results.

Below,  I’m going to create a data collection list for educators.  I’m not going to include yearly state assessment data, such as MSA in my list.  I’ve found that standardized tests that are given once a year give little to no direction in informing instruction.  I remember a colleague once categorizing state assessments as autopsy reports.   They may be helpful in analyzing school data for school improvement goals, but for the individual teacher, they seem less than stellar.

Data Collection Tools –>

Survey Results – Collecting survey data can be one way to get to know your students on a personal level.  Developing rapport with students is key in helping them reach their potential.

Technology – Students can use iPads or computer activities to work on skills that need strengthening.  In the past I’ve used SplashMath to individualize instruction for specific students. For example, a student might receive only problems associated with place value for a certain time period.  I will get a report on a weekly basis on which problems were missed or correct.  This data can be emailed and utilized to inform further instruction. This feedback can immediately be put to good use.

Guided Groups – Guided math/reading groups can be a great way to collect data on individual students.  I’ve seen teachers travel around the room with a clipboard and collect student data in that manner.

Projects – Student projects can be utilized to collect student data.  Student work samples can also be used to develop a portfolio for each student.  Using a camera, educators can also take digital pictures to review and use during parent teacher conferences.

Journaling – Students write in journals about their skills and overall performance in the classroom.  I believe journals can be used in all classes.  I’ve had success utilizing journals in math classes.  When appropriate questions are asked, teachers can glean data regarding feelings about particular concepts that need revisiting.

Collaborative Work – Students often show dynamic strengths when working with a partner or group.  This type of information can be documented by the educator.  A self-reflection piece may also be helpful.

Unit Assessments – Unit assessments are not only meant to be graded and recorded.  Unit assessments can also be analyzed by students.  Students can check what questions were missed and set goals for their learning.

Exit Cards – Exit cards are generally given at the end of a lesson.  These cards are quick and informative.  Teachers can collect the exit cards and even have the students analyze the results.  Students can determine strengths/concerns and document them in a journal.

Student Data Binders – Students can place homework, tests, and projects in an individual data binder.  This binder should be a transparent way for teachers, parents, and students to review data to view strengths/concerns.

Standardized Assessment Data – The type of data that I’m talking about for this category relates to assessments that are given more than once per year.  An example could be the NWEA MAP assessment.  This assessment data can be used to find strengths/concerns and individualize instruction for students.

Math Reasoning and Feedback

Image by:   J. Creationz

Having math reasoning skills is important.  Generally, math reasoning skills are taught and incorporated in early elementary school.  In math, a problem is what a student is asked and expected to answer.  If a student is unable to answer why their answer is correct, I believe that the student might not fully grasp the mathematical concept.  The student might not be utilizing math reasoning skills.

For example, a student that measures area in linear feet might not completely have an understanding that area is measured in square units.  The student could have the correct numerical answer, but include the wrong unit (centimeters compared to square centimeters).

How is mathematical reasoning taught?  I’m going to be taking a proactive step next year to give opportunities for my students to utilize math reasoning.  I’m deciding to use higher level questioning to enable students to think of the process in finding the solution.  The learning process is key.  I’ve found that math instruction isn’t always linear, just as mathematical reasoning isn’t rigid.  By asking students why/how they arrived at a solution is vital in understanding their thinking.

As I’m planning for next school year, I’ve decided to ask students to explain their reasoning more frequently.  By hearing their reasoning, I’m in a better position to give direct feedback.  All math questions have some type of reasoning.  I believe that multiple solution / open-ended questions can be used to display mathematical reasoning. Students need to be able to explain why they responded with a specific answer and what methods/connections were utilized to solve the problem.  Based on the math Common Core, students are expected to reason abstractly and quantitatively.  When students describe their mathematical process, teachers are better able to diagnose and assess a student’s current level of understanding.  Math reasoning isn’t always quantifiable, but it can be documented via journaling and other communication methods.  More importantly, teachers will be able to provide specific feedback to help a student understand concepts more clearly.  I also feel that this questioning process develops self-confidence in students and prepares them to become more responsible for their own learning.  See the chart below.

Problem –> Reasoning –> Feedback

Utilizing Student Survey Results

 Image by: S. Miles

I’m currently preparing for next school year.   Part of my preparation includes the creation of a student survey.  After reading a post from @TerryFErickson I decided to create a survey (similar to this) for my current students.

I’m planning on using the survey data to make changes for next school year.   I’ve always valued student feedback via plus/delta charts, but this survey is intended to be utilized for next school year.   In order to best meet the needs of my students next year, I wanted to give my current students an opportunity to express their opinions regarding motivation.  I believe that motivation is often affected by the classroom climate.  The process I used for this survey activity is below.

1.)  Students complete the survey.  Here is the beginning of the survey:

2.)  After students complete the survey, I complied the results and displayed the data from different classes. (Click to enlarge)

3.) The class reviewed the data.

Based on this survey, the top three things that motivate my students are:

  • The teacher shows she/he cares about you and the other students in the class
  • The teacher shows that she/he really loves to teach and learn
  • The teacher uses technology when teaching

This activity took two class sessions to complete.  After a rich classroom discussion about the data, students concluded that the main factor that helps motivate them to learn is the teacher.

Why is it so loud in your classroom?

                            Image by: Isolated

When I first started student teaching I was instructed by my colleagues that a quiet classroom is the best way to maintain control.  As a student teacher, wanting to graduate, I smiled and agreed with my colleagues.  Maintaining the authority position in my upper elementary classroom was one of my first priorities.  I believed at the time that my leadership (according to my cooperating teacher) was the only thing that contributed to learning in the classroom.  I focused on classroom management and thought that the learning would take care of itself. That sounds horrible now, as I reflect on my student teaching experience.  It didn’t take me long to figure out that this method was completely wrong.  During my true first year of teaching I became more confident in my teaching ability and allowed students more flexibility in the learning process. Allowing students an opportunity to be part of the learning process enabled them to vocalize their opinions and increased their learning.  Respect is earned and modeled through example, not necessarily through words. This seems true no matter where you work, but it’s completely evident in a classroom full of students.

During my first few years of teaching I incorporated a flow chart and set the expectations in my classroom at the beginning of the school year.  I even had the students help create the rules.   As my years of teaching experience increased, the volume of my classroom did as well.  At times, I would be asked to close my classroom door because there was so much talking (I thought collaboration) going on in the classroom.  I didn’t mind because my students were learning at high levels through collaboration.  I remember a teacher (one of the colleagues in the first paragraph) asking me why my room was so noisy.  At the time I just simply responded by saying that all “that noise” was contributing to learning.

Unfortunately, I don’t think my answer 10 years ago was clear.  I’d like to to clarify my answer below.

Question:  Why is your classroom so loud?

  • Collaboration:  Students are often found in partners or small groups, discussing math problems or working in literature circles.   Often, there are between 10 – 13 conversations occurring during these times.
  • Manipulatives:  Students are putting together 3-D models, cutting out geometric shapes, using Tangrams, utilizing base 10 blocks, creating space figures with nets, measuring objects, etc.
  • Technology:  Students are using iPads or computers in the learning process.  The sound of technology can be turned completely off, but I feel that sound often reinforces learning.
  • Drama/Skits:  Students are working in groups to create skits that reinforce reading and math objectives.  There are many opportunities to incorporate skits in the curriculum.
  • Connections:  Students are making connections to the text they are reading in a variety of formats.  Making connections to the outside works is an important skill and this is something that seems to happen daily.
  • Music:  Students are listening to music while they work on different activities. Students seem to enjoy the music in the background and I think it improves the overall classroom climate.
  • Games:  Students are playing math games with each other.  The noise of the dice and talking can be intense at times, but learning through games is definitely something to look into if you haven’t yet.

I think it’s also important to note that some students need their surroundings to be quiet to focus. Understanding how a student learns best should influence the learning environment. Unfortunately, the learning environment can’t always be changed, but we can do our best to modify the climate to best meet students’ needs.

Students That Own Their Learning

Image by:  Jscreationzs

After working on a math world problem for approximately five minutes I hear ….

“I don’t get this”

“I’m confused”

“I’m lost”

“I don’t know what to do”

I believe every educator has heard one or more of the above statements while teaching.  These statements don’t really help a student succeed in any class.  This type of student feedback is important, but the words themselves seem discouraging. When words like the above are communicated, I feel as though the classroom instruction isn’t meeting the students’ needs or students aren’t utilizing math problem solving strategies.  This post is going to focus on math problem solving strategies.

Image by:  I. Images

Teaching new math concepts often requires building on students’ background knowledge.  When students experience a challenging math problem, they generally have two options.  Students can become frustrated and quit or they can find a solution.  A discussion regarding this particular situation took place in the past after their was a major struggle with one particular math word problem.  As a class we had a brainstorming session.  The students came up with some ideas of how to overcome mathematical struggles.  We called these strategies the math tool belt.

During this discussion, the students began to recognize that the teacher will not solve all of their problems.   I pointed out that giving an answer without support isn’t learning.  In fact, I pointed out that I will help, guide, and assist, but they are responsible for completing the problem.  Making mistakes and having “I don’t know” moments are part of the learning process.  Having students reflect on their learning through journal writing may also benefit the student.  I feel that students should “own” or take responsibility for their own learning as @pammoran, @mthorton78, and @irasocol indicate.

Long-term retention infrequently occurs when students are required to just regurgitate what the teacher says.  Here are some of the math problem solving strategies we decided to use when confronting a complicated math word problem:

  • Read the problem and underline important numbers or information.
  • Cross out information that isn’t needed
  • Create a visual model (chart, graph, or table)
  • Indicate what operations will be needed
  • Restate in your own words what the question is asking
  • Work backwards – keeping the end in mind
  • Write steps needed to solve the problem
  • Guess and check
  • Look for a pattern
  • Estimate and use logical reasoning to solve
  • Use manipulatives to solve (students can just grab them off the shelf and use as needed)
  • Use a formula
  • Work in collaborative groups to brainstorm what steps can be taken to solve the problem
  • Use a ratio / proportion to solve the problem
  • Ask the teacher for help
In an effort to foster resilient and responsible citizens, I ask the students what problem solving tool they used before they ask me for help.  This also reminds the students that they should be utilizing the tool immediately in the learning process.  I believe that students need to understand that their effort (not mine) leads to individual achievement.  Creating a classroom environment that encourages learning through engaging and relevant instruction is vital, but I feel as though students need to “own the classroom and their learning.”  When students are stumped or are struggling with a math problem, they need to have the tool belt readily available to power through the obstacle.  Giving opportunities to utilize the tool belt gives students positive experiences of overcoming obstacles and builds confidence. Students become owners of their learning and they find that their learning experiences are primarily controlled by how they react to the problem.  Overcoming obstacles will develop confidence so that the next time they encounter a complicated problem they will reach for the tool belt and be successful.
 Additional Resources:

Exit Cards and Formative Assessments

Image by:  Nattavut

This particular post stems from the above tweet.

Most educators understand that formative assessments can be a valuable tool in teaching and learning.  I’ve found that formative assessments play a pivotal role in my instruction as an educator.  Specifically, I’ve found that exit cards can be a powerful tool in analyzing student learning.  If you’re unfamiliar with the idea of using exit cards as a formative assessment tool, click here.  Below, I’ll give you a brief overview on why and how I use exit cards in the classroom setting.

Why?

It’s not required, but I feel as though exit cards  give me an opportunity to quickly assess students’ understanding of the objectives taught for a particular lesson.

Procedure

In my experience exit cards work well near the end of a lesson.   During that time, the students fill out a small half sheet of paper that includes 1-3 questions related to the objectives taught during a specific lesson.

The questions may be multiple choice, but they generally include some type of written response that demonstrates an understanding of the objectives.

I don’t grade the exit cards (A or B …) instead I put a check on exit cards that show understanding and a subtraction sign that reminds the student and teacher that extra support may be needed.  The exit cards are placed in each student’s portfolio and can be utilized during parent/teacher conferences.  Periodically, I may conference with a student to review their exit cards and set goals based on the conversation.

Students are also given an opportunity to review the exit card slips before an assessment and may even journal about their academic growth in my class.

How often?

I may give exit cards once or twice per week or more frequently as needed.

Next steps?

The exit cards can be utilized to engage students in self-reflection activities (journaling or individual student conferences).  The exit cards can also be reviewed in class to give examples of correct answers.  I’m also planning on using exit cards beyond math and incorporate them into other content areas.

Here is one resource that may be beneficial in communicating what makes a “good” exit card with question and response examples.  I was also thinking that exit cards could be created and shared with a team of teachers and discussed during grade level meetings.

Student Growth Mindset

Image by:  S. Miles

Students that have an intrinsic drive to learn often retain information and are able to apply their learning in practical situations.  When students develop a growth mindset, they become much more goal oriented, which is a valuable skill to learn at a young age.  When students take responsibility for their own learning and understand the pivotal role that they play, a growth mind set begins to set in.  How do we as educators promote a growth mindset?  I have provided a list of activities that can be used to inspire students to become more responsible for their own learning in order to nurture a growth mindset.

1.)  Students communicate how they feel about their learning …

  • Students  become more aware of how metacognition plays a role in learning
  • Students review their latest assignment/test and reflect on their performance
  • Students complete a plus/delta chart on their weekly performance
  • Students analyze classroom achievement data and set goals based on the results
2.)  What happens after reflecting via journaling is vital …                    


  • Students monitor their progress to ensure that they are making steady progress towards their goal
3.)  Next …
  • Look at specific areas of concern for continuous improvement

What do you do to encourage student responsibility in the classroom?

Math Curiosity

http://www.youtube.com/watch?v=cdRCfxpZ8b4&feature=player_embedded

Image by:  Samana

Here’s a typical elementary multiplication math problem:  

John has 5 buckets with 10 tomatoes in each bucket.  How many tomatoes does John have in all?  

To be honest … there’s nothing really wrong with the problem, but there are different ways to teach multiplication.  To me, this type of problem, although it could happen outside of the classroom, seems extremely scripted.  I’ll tell you a quick story about one of my math lessons from last week.

Last week I was given the opportunity to teach second and third grade students multiplication.  I find that when students are able to explore their own curiosity regarding math, they are often more intrinsically motivated to learn.  I’ve attempted to create a classroom environment that promotes math curiosity.  After introducing students to the idea of multiplication, I showed the students the video below.

After watching the video, I posted a few follow up questions on the whiteboard.  The class had a thorough discussion foru about 15-20 minutes regarding the mistakes made by some of the actors in the video. Students where asked to answer the questions below in collaborative groups and eventually communicate their answers to the class.  Here are a few of the questions:

1.  What math vocabulary terms did you hear/watch in this video?

2.  Did you see any math mistakes?  If so, where?

3.  Could some of the mistakes be prevented?  if so, how?

4.  What was done correctly?

5.  How can you prove that your answer to a multiplication problem is correct?

6.  What can we learn from this video?

Overall, I thought this was a great supplement to a multiplication lesson at the elementary level.  Integrating technology and asking thought provoking questions gives students opportunities to follow their curiosity.

Education and Flow Charts

Image by:  Sujin

Students often thrive when given responsibility.  Sometimes students even ask for responsibility in the classroom.  At every grade level student responsibility can be utilized to improve and contribute to the overall efficiency of a classroom.  Student jobs are often found in the elementary classroom.  The idea of assigning student jobs can be termed as assigning responsibility.  I prefer using the activity, My Job Your Job Our Job, but jobs in themselves are an interesting way to teach and encourage responsibility.  Unless explicitly told, students are often unaware of the quality of work that is acceptable during their student job activity.  Modeling and setting classroom expectations for all jobs is necessary to gradually release responsibility to the student.   Accountability and follow through are also necessary components.  Expectations are vital when gradually releasing responsibility to the student.  Students need to understand what is expected as soon as they enter a classroom. Including students in the creation of these expectations via a flow chart may encourage accountability on the students behalf.  I found this template to be useful in having a conversation about flow charts with my students.

For the past few years I’ve used a process flow chart to help guide my students in taking responsibility for their actions.  As soon as the students enter the room they are asked to follow an arrival flow chart.  Likewise, when students are asked to leave the classroom, they follow the dismissal flow chart.  The flow chart clearly explains what is expected as students arrive and leave the classroom.

When students understand these expectations, they are more willing to become accountable for their own actions relating to their arrival/dismissal from my classroom. I believe having an arrival and dismissal flow chart may improve classroom efficiency and productivity.  As a result of implementing the flow chart, I’m spending more time teaching for learning in the classroom rather than losing the first five minutes of class to social hour.  In any activity, modeling is vital, this is no exception.  During the first week of school my students actually self-assess their performance following the arrival/dismissal flow chart.  I’ve even used a plus/delta chart to help during this process.  After the “trial” period has ended, the students become comfortable with their new environment and proceed efficiently when an arrival/dismissal flow chart is utilized regularly.  Visual learners may appreciate how the flow chart is displayed in the classroom.  Using a flow chart might also be a way to introduce graphic organizers to the class.  Students can even create their own flow charts using graphic organizer templates.

ArrivalFlowChart

 DismissalChart1

 

I’ve had experiences working in a variety of teaching capacities.  Teachers have an enormous responsibility to improve student learning in the classroom.  When the teacher and students understand the expectations of each other, both parties benefit.  This could also be said about the community and teacher.  I’ve found flow charts to be useful in other academic content areas, such as in math when explaining the problem solving process.  Process charts can also be used to clarify behavior expectations.  Utilizing process charts may enable students to become more responsible for their own actions in the classroom.