Coaches respond to Characteristics of an Effective Mathematics Classroom: Implementation of Effective Classroom Practice in Mathematics
Cathy Hairston, Mathematics Coach
Joanna-Woodson Elementary School
Another important aspect of implementation is allowing adequate time and structure for students to explore and make connections. Teachers should be able to “read” the levels of understanding of their students and then adjust their instruction accordingly.
As I have observed in classrooms, I have looked for teachers using good questions and then reflecting on the results of those questions. In a fourth grade class the students were working on finding area. Instead of having them find the area of a rectangle by multiplying the length by the width, the teacher asked students to use grid paper to draw three different rectangles with an area of 24. By posing this particular problem, the teacher gave students time to explore and make connections, and she could tell if students actually understood the concept of area.
As math educators, we want our students to become thinkers and problem solvers. By making teachers aware of all aspects of implementation, we as coaches will play an important part in improving instruction.
Ginger Baggette, Mathematics Coach
Delmae Elementary School
Teachers who strive to assist their students in being prepared to meet today’s rigorous mathematics standards must equip them with an array of tools that will enable them to succeed. In order for this to happen, true implementation of effective classroom practice in mathematics must occur. Teachers must make it a priority to reexamine their classroom environments, their curriculum, their assessment strategies, and even the culture of their classrooms. This means evidence of instructional strategies that are consistent with the purpose of the unit as well as conceptual development, the adjustment of instruction according to students’ levels of understanding, appropriate questioning techniques, quality lessons, and much more.
At Delmae Elementary, implementation of effective classroom practice is becoming more and more common place, much to the liking of this math coach. Walking through the corridors lately, finding second grade students with their hands on geometric shapes from MOOTB kits is just one example of this. On many days I can walk into these classrooms only to witness students making complex shapes from simpler ones, problems solving, organizing and interpreting data then communicating it using mathematical vocabulary, and tons of exploration. In working with MOOTB kits, there are also many occasions in which I have found teachers questioning students using higher order thinking questions as well as instances where they have actually become comfortable with wait time, something that is difficult for even the most skilled teacher. In my third and fourth grade, teachers have put down the textbooks and are working with other resources such as CEEM and Hands-On Standards. By doing this, they are providing opportunities for their students to experience rigorous inquiry based instruction and activities. With these teachers, I am witnessing structured classroom environments that support time for closure and time for “sense-making”. Specifically, teachers in these tested grades are providing time for investigation, understanding, and fun. As a school community, implementation of effective classroom practice is evident in events such as our recent “SMART Night” (Science, Math, and Relevant Technology). Here, teachers planned family fun activities that were designed to meet students’ needs, levels, and experiences. Teachers were confident in their lessons/activities and were thorough in their execution.
As a coach, implementation is an important piece of the “bigger picture”. For implementation to occur, there has to be a certain mindset by a teacher. I am hopeful that through the coaching process, I can enable my teachers to embrace this new way of thinking.
Bonnie Ellis, Mathematics Coach
Westview Primary School
Last week I was visiting several different first grade classrooms and was so excited to see what and how our students were learning. I visited a first grade class that was measuring with nonstandard units. Students and the teacher talked about how to measure and why we need to know how to measure. I really liked that the teacher gave the student’s time to talk. They related measuring to clothes. They need to know the right size of clothes to buy. After the discussion, students formed groups of two to measure three things with pop-sticks, beans, and round chips. They recorded their information on sheets. At the end, the teacher brought them back together to talk about what they did and why it was important. When reflecting with the teacher she was so excited that I had come in to watch the lesson. She was pleased with the lesson but said that she needed to be clearer with the directions. Each group of two students needed to choose three things to measure and some groups ended up with six things. She had to go around and help students figure out how to solve the problem. She was pleased with the cooperation and participation of the groups and how students related the information to real life.
The next day I visited another first grade class that was beginning to use standard measurement. The teacher introduced the ruler and talked about inches and centimeters. She talked about starting at zero and holding the ruler. Students were then given strips of paper to measure one at a time. We both walked around to help students place the ruler in the correct place. After students measured the strip the students shared the measurement and how they came to the answer. Students then measured lines in their EDM book and two other items in the room. At the end the teacher brought them together to talk about the importance of measuring. When reflecting with the teacher she thought that the best part was the end of the lesson when students were reflecting on what they had learned and how it related to real life. A few days later I returned to work with this teacher as she had created a measurement hunt. Two groups were formed with half the class and an adult. Students were given a sheet with ten things to measure around the school, a clipboard, and pencil. Each group was given a tape measure, yard stick, and a ruler. When we came to the microwave in the lunchroom students had to decide what to measure with and whether to use inches or centimeters. After measuring our ten items we returned to the classroom to share our results. Several other teachers in first grade have made plans to use the measurement hunt sheet.
Being able to see the progression of learning in different classrooms brings together some of our MSU trainings. Being in the room with students and reflecting with teachers allows me to build on what I have learned and become a better coach.
Adapted from Horizon Research, Inc. Inside the Classroom: Observation and Analytic Protocol
