The following letters were sent from fictitious beginning teachers and represent a variety of problems that are faced by beginning teachers. The suggestions were constructed by Secondary Master of Art pre-service teachers in Spring 2002. Feel free to add your comments by clicking on the Tabby link after each letter. Just be sure to indicate which letter you are commenting on (B. Fuddled or Ineeda) in your email.
Thanks,
Tabby
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Dear Tabby:
I try to show my students several methods of solving problems. I find that when I do this, they do not learn any one method, but mix all the methods together and are even more confused in the end. What should I do?
Signed,
B. Fuddled
Suggestions:
- Check for understanding of each method.
- Find out what students know first, they allow your teaching to expand their knowledge.
- Finally, teach methods separately.
- Use investigation to illustrate methods.
- Have students reflect on their learning everyday in their notes.
Signed Tabby
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Dear Tabby:
I have been teaching 9th grade math for the last two years and have been trying to get my students to think mathematically. But when I ask them questions like "Explain your answers," or "How did you get that answer?" they just repeat a procedure that they followed. While I think this is OK, I'd like to know how I could get them to reflect on their thinking or, even better, think about others' thinking. Please help me on this matter, Tabby!
Desperately,
Ineeda Answers
Suggestions:
Make conversation that includes relevant mathematical terms.
- Think pair share, have students think about a problem. Share their thinking w/ a peer in the class. Then share types of thinking with the class.
- Ask the students "why". "How do they know?" and tell them they cannot say I don't know. Use investigation to help students understand the "why" and "how do you know".
Signed Tabby
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Dear Tabby:
I recently ran into a problem in teaching a unit on global warming. As we discussed data which was presented regarding tropical plants moving into areas north of where they had previously been able to survive several students put off the data and adopted their "intuitive" beliefs that global warming is just a political invention to fund the EPA or make it harder for businesses to manufacture the products they do. My problem is in helping these students come to realize that in science we look at issues and problems using a systematic approach. What suggestions do you have in this regard?
Thanks for the help
Burden O. Proof
- Plan activity where students are required to research an environmental problem. Using the steps of the scientific method, they will need to present data and possible solutions. Problems should and could come from their local area making it relevant. Or, students could investigate an issue that they think is relevant—can make it a step-by-step process reinforcing scientific method. Formulating a question, collect data, analyze, that something happens, doesn't mean it's necessarily the truth unless they can provide a systematic evidence leading to the fact/issue that they think is relevant.
Signed Tabby
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Dear Tabby:
I am a nervous type and when we get chemicals out to run experiments in Chemistry I am a wreck. The students aren't unusually careless, but I worry that someone will drop something that will cause someone in the class harm. It is March of my first year and so far nothing has happened, but I worry about a few of my students. How do I reinforce this issue of safety with my students without upsetting those that got the message the first time? How do I ease my anxiety over this matter?
Scribbled,
Worry Wart
- Review specific procedures before each lab activity.
- Lesson plan needs to be documented for each safety related items and procedures for each lab should be thought out.
- Safety posters or presentation before each lab activity to have students think about safety.
- Teacher enforces safety rules by giving points or setting a series of consequences that students will be held to if safety is broken.
- (Combined with #3) Leave safety activities (jeopardy, safety bingo), or work to reinforce safety as an activity for days that subs are present.
- (Combined with #3)Think pair share about critical safety or rules that they should be thinking of before that start the day lab.
Signed Tabby
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Dear Tabby:
I teach and am trying to get students to participate in group discussions about sensitive issues involving other cultures and health issues. What I'm finding is that a few of my students display childish expressions and insensitive remarks. I've tried talking with individuals after class, but at this point their presence in my class really has a stifling effect on the discussions that occur. What can you suggest for me?
Signed,
Healthy Choice
First, you should find out if your student is on a SEP or not. Whether they are on a SEP or not, you need to redirect their behavior and actions. One way to do that might be to devise a lesson that touches on the subject matter that is sensitive, but yet is relevant to them. Perhaps take a topic that might involve modern day celebrities or sports hero that might have dealt with the issue/topic you are discussing. Another way to try and give sensitive discussion might also involve using a well-known figure from the past that has overcome problems/disabilities, etc. Start off by discussing topics/issues that students could have happened to them in order to get a dialogue started. You could even try journal entries w/ writing prompts from you and share them anonymously so not one feels uncomfortable. If these do not help, you might try a call home to discuss behavior problems w/ parents so behavior does not become too out of control.Â
Signed Tabby
