My classroom will require a great deal of structure simply because of the nature of the courses I teach. As such I try to keep the flow and form of each class similar in order to keep the classroom as conducive to learning as possible. With math, there is so much that has to be crammed into a single semester that it can be overwhelming to think about. Providing a routine, stable environment will help ground the students and keep them feeling confident about the class. If they know each day is the same structure, then if they miss a day, they will be less worried about how to make up for the missed work.
Along with this I will enforce some basic rules of respect for me and for others so that there are fewer hindrances to learning all the material that will be presented. As for the content itself, I will explain and model the types of problems I expect them to do so that they don't feel like they are on their own trying to figure out the material. Along with that modeling I will provide guided notes which include the problems we practice in class so that the students do not have to spend the entire class writing out problems and can focus on solving problems.
With the high school case study of a group of seniors who have lost interest in class toward the end of the year I would begin by reminding them that their grade is still on the line. With math being a core class, I have a different set of motivations available to me. First, if they are in a math class during their senior year it is most likely that they need it as a graduation requirement. My first step would be to tell them that for them graduation depended on their performance in my class. I would tell them that I understood their anxiousness to be done and explain that I will do everything I can to help them succeed and pass my class, but I will not allow them to detract from the learning of other student. I would tell them that everthing I am covering in class is something they need in order to pass, thus making the material relevant to their situation. Then I would explain that if they continued to disrupt the class I would remove them from the class which would dramatically reduce their chance of passing and dramatically increase their chance of having to retake the course. In my experience, no one wants to retake a math course, so the threat of having to do so is a powerful motivator. Delaying graduation would be a powerful motivation as well. Again, with math being a core class and a graduation requirement, seniors will usually only take that class if they absolutely have to have it.
The process or progression I would use in dealing with these students is 1) a warning, 2) a conversation out in the hallway discussing their attitude, and 3) having to sit out in the hall away from their friends for a period of time. After those three strategies I would then refer them to an assistant principal for further action.
I would agree that you would be especially challenged to maintain order in your subject area. I believe that "math anxiety" is a real issue as our brains seemed to geared for it..or not. I have seen older students "act out" in a class that they feel that they have very low competency. It seems to be a coping mechanism for distracting the teacher/their peers from their poor performance/perceived abilities. There also may be some boredom as they have long since "thrown in the towel". I was that kid.
ReplyDeleteAnd I actually had this scenario this year in an English IV class. The whole last nine weeks, I harped about graduation credits. It fell on deaf ears until about three weeks before they were supposed to walk across the stage. Then, I had them asking me for help..staying after school..anything. I even started receiving chocolate for "brownie points". So, it did work but not until it was imminent.
I'm intrigued by your intervention strategy. I agree with the warning and the discussion with the student, but I'm concerned about the having to sit in the hallway because I've seen that backfire on many levels (school board see students in hall, parents complain, etc). Which of the theories of learning most appeals to you, and how do you think that theory would influence your decisions? If it's behaviorism could reinforcement and punishment work? Or if it's SCT, what about self-regulation?
ReplyDeleteI really like the way in which you aer thinking of keeping the class very structured adn stable in order for the students to feel confident. I do feel that having a routine can be helpful to feel safe in an environment. In addition to this, do you think it might work to add some unexpected activities that aer more like math games. I think that this may help keep the students engaged while still having a set routine that will keep them grounded.
ReplyDeleteI like your intervention continuum as well, vbery structured and remninding them taht they need your class to graduate. Maybe stressing that it is their responsability to perform well in your class and that you cannot do the work for them but as you said just help them as much as you can while the bulk of the work is still on them might help.