Using Your Time Effectively and Efficiently
Having the perfectlyrun math class....that's been my goal, year after year. Somehow, in middle school, it has consistently tried to evade me!
In other posts, I've shared that I taught elementary math for years, and always had an hour for math class. That hour gave me the time I wanted to have good warmups every day (sometimes taking up half the class with one particular problem that led to additional discussion/extension!); the hour gave me the time to go over homework the way I wanted to. And it still gave me time for a new lesson and practice. But when I got started teaching math at the middle school, with "44"minute periods, that was all over. (They aren't really 44 minutes  the students get no time between classes for switching, so switching time comes out of the 44.)
I tried to use the same kind of warmup I used in elementary school (a word problem to practice a particular problem solving strategy, including a written explanation). Sometimes these took 2030 minutes. So, that left only 10 20 minutes to review homework, teach a new lesson, and practice.....but that didn't work well. So I cut these warmups down to once a week and let them take the whole class period. But I felt like warmups once a week wasn't enough.
Then I bought a warmup book (because I really wanted warmups each day  it's the best way for me to start my classes). These were shorter (though not always as challenging as I wanted), but so short that some students who got to class first finished before others even arrived (and some of the problems were just too simple). Others just took longer to get done.....so those who were done needed something to do while they waited for the others to finish. Eventually I wrote all of my own warmups, so I was very happy with what we were covering, but still not happy with the how. (One step in the right direction!) My next issue was reviewing homework. I wanted to go over all (or most) of the problems. I wanted to be sure that I answered all the questions anyone had (and discussed certain problems even if no one asked the questions). So homework often took a long time to go over. I struggled with the best balance of warmups, homework review, lesson, and practice for a couple of years, I have to admit. And no one that I taught with seemed to have the same issues as me. Part of that was because they weren't using warmups like I was, so they weren't losing that chunk of time at the beginning of class. But I knew the warmups and our discussions were beneficial to the students in the long term. Here's what I've finally landed on that allows us to use our math classes as efficiently and effectively as possible: 1) Warmups are homework. My warmups are only 23 questions per day, so is isn't a long assignment. Even when it's added on to other homework, it doesn't take that much extra time. There are times when students don't have the knowledge to answer a warmup question (because we may not have learned the concept yet), but they have to at least give it an attempt. 2) Warmups are discussed in groups for the first 57 minutes of class. Students get to class and immediately take out the warmups and review the answers with their group members (my students sit in groups of 46). This allows for math discussion (love it!); students help each other if someone didn't understand a certain problem. I circulate during this time to listen in, check answers, and help any groups that need help. 3) When the warmup discussion is done, students selfcheck homework (another 57 minutes, depending on # of homework problems). I put all the answers on the board before they come to class, so that as soon as they finish the warmup discussion, students can start checking their homework. This again gives me time to circulate, check for homework completion and help students that have questions. I normally pick out one or two of the more challenging problems to discuss as a class. 4) Students prepare for the day's lesson. For those who get done with the warmup and homework checking before others, I'll have a question on the board or an activity to begin that pertains to the new lesson for the day. I make it something that isn't necessary to the lesson so that those who took longer with the warmup and homework won't miss something necessary to the lesson. 5) New lesson and practice. Now that warmups and homework are down to about 1015 minutes per period, we have 2530 minutes for the new lesson and the practice:) Do you have 40(ish)minute math periods? What does your class structure look like?
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1 Comment
Mrs. McElroy
7/10/2018 03:58:12 pm
Thank you for sharing this. I am a 5th grade math teacher in a district that just moved 5th grade to the middle school which means I am heading into this SAME transition of having over an hour a day to teach math, down to 45 minutes. I appreciate your hard work and willingness to share what you've learned.
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AuthorHi, I'm Ellie! My mission here is to support teachers as they work to provide engaging, meaningful experiences for their students. I've been in education for 25 years, teaching all subject areas at both the elementary and middle school levels, and am here to share what I've learned through those years, as well as what I continue to learn. I hope you'll find some ideas or resources here to help you out! Categories
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