It's the beginning of the year (semester, quarter) - let's set some goals!
Have you done this with your students? If so, how did they do with their goals? Did they achieve them? Or, as happens with so many adults, did they try really hard for a few days and then kind of forget about them?
Why do we have difficulty achieving goals? As adults, we often fail to stick with the actions needed to get us there. Or we set goals that are 'too big' or require an incredible change in our behaviors. And it's hard to change behaviors! I'm not going to pretend to be an expert in behavior and change. But according to sources I've read and listened to lately, our brains resist change - they really want to keep us in the same patterns, with the same behaviors, because it's comforting and safe. If that's the case, then it's a little easier to understand why students have difficulty too. If their young brains also want to keep them in the same patterns because it's comforting and safe, how can we, as teachers, help them to break out of those patterns to meet new goals?
A Word Game for Any Subject
Making them work in 40-minute class periods
I taught elementary school for 12 years and I loved my math centers! They were great. Math class was always an hour, and we had five computers in the classroom, so having a computer center was always an option.
Then I moved to middle school. Math was 44 minutes (minus time for switching classes.....so more like 40 minutes). How could I fit more than two rotations in a 40-minute period?? I longed for block scheduling (our district has never had it)...that would make it so much easier to complete center rotations! For the first year or two of middle school, I kind of gave up on the idea of centers...the activities I wanted students to complete took longer than 20 minutes. So, that would be enough time to finish 2 rotations, IF students started the second they walked in the door and then had no time to clean up/organize at the end of class. But eventually I needed to get my centers back, so I experimented with a few different set-ups before I landed on a structure that works.
For Teacher Appreciation week, I created two FREE problem solving math wheels (they are in the same PDF file) - they can be used to teach problem solving strategies, be used as a center activity, or be used as a finished early activity. When complete, they can be added to students' binders/interactive notebooks to be used as references all year.
I hope you can use them! Just click the image to download.
To read next:
Surface area is a such a fun topic to explore in the middle school math classroom! To really understand what surface area means, students need to interact with actual three-dimensional objects. Before we talk about the math formulas or how to calculate, we spend time discovering how to find surface area in our own ways.
I give students every-day items to work with. Typically, we use product boxes (rectangular prisms) with different dimensions, and I ask the students to visualize and then draw what the boxes would look like if they were taken apart and laid flat. Most students take about 5 minutes to complete their drawings, depending on how detailed they choose to be, and for the most part, they do a very good job drawing the nets of the boxes. Next, I have them spend a few minutes comparing their nets with group members, deciding whether those nets are reasonable representations of the object (even if they are drawn a little differently), and determining whether anyone appeared to be missing anything (some students will draw only five sides, and their group members are able to help them figure out what's missing).
What skills to middle school teachers need to have? The first skill many people think of is the ability to work well with preteens, as well as a degree in education. That's definitely a good start. But, I’ve discovered that to be successful as a middle school teacher, you need a certain skill set. While I learned some of this in school, most of it I learned through experience.
After all, working with middle school students for years teaches you a few things.
Honestly, I think this is a key skill for every single teacher, no matter what age group they teach. Students aren’t always happy to be in class or eager to learn. This means I have to be persistent and keep working with my students, no matter how stubborn they might be. Of course, sometimes persistence also means taking the time to figure out why a student’s having problems.
I know lots of people use beach balls in the classroom, but I haven't used them in such a long time that I thought I'd share my excitement about finally getting around to getting new ones! I have a little bit of a beach theme in my room this year, so that motivated me to get some beach balls again. I ordered a pack of 12 and am writing different math skills practice on them - so far I have multiplication facts, exponents, fraction/decimal conversions, and common measurement conversions. I have 12 beach balls to fill with math, so I need to decide on more topics. I think I'll do square roots, division facts, math vocabulary...I need to keep thinking:-)
Our math classes aren't that long, but I figure I can squeeze in 5 minutes at the end of class once or twice a week to toss the beach balls around for some quick facts. With so many different beach balls, I could even differentiate and have 3 groups tossing at a time, depending on their needs!
Do you use beach balls - if so, how?