Permission to "Teach" Math

It is a common misconception that there are “math people” and “not math people”. This phenomenon has been around for as long as I can remember, and as a proud “math person” growing up, I never realized how deep this system of beliefs was rooted in our society. Since it’s release, Jo Boaler’s Mathematical Mindsets has taken the education world by storm because it effectively debunks this myth. Among all of the amazing insight that Jo Boaler shares, one specific statement especially resonated with me.

“Another misconception about mathematics that is pervasive and damaging—and wrong—is the idea that people who can do math are the smartest or cleverest people. This makes math failure particularly crushing for students, as they interpret it as meaning that they are not smart.”

After I recovered from the the slight hit to my “math person” ego, I remember pondering and rereading this statement several times. It says so much about how many children, adults, and even many teachers view themselves when it comes to math. This phenomenon is even more prevalent on an elementary level where so many teachers would unapologetically admit that they are “not math people”, even to their students. Memories of their struggles in math, and all of the doubts and labels that come along with them, can lead to a lack of confidence and transfer to their students and their instruction.

So why are so many elementary school teachers still so anxious and afraid to teach math? The answer is, sometimes teachers just need to be released from this oppressive way of thinking. They need to be given permission to teach math rather than believe they have to be the next Will Hunting in order to be effective. I focus on the word teach in the prior sentence because I have witnessed some of the best teachers I know throw out all of the pedagogical/instructional strategies that make them so effective in every other subject area, and revert back to the type of instruction that would instantaneously put the majority of us to sleep. This is in no way a knock on the amazing teachers I have worked with throughout my teaching and administrative career. But when it comes time to teach math, many forget their skills and craft and rely solely on the textbook to tell them how to teach. Their dynamic classes, filled with collaborative group work, reflection, rich discussions, and most importantly, engaged students, reverts back to the 1890s.

Frequently, talented teachers confess, “I am just not good at math” or “Math just isn't my thing”. My response...Are volcanoes and tectonic plates your thing? What about kachina dolls? The structure of a perfect persuasive essay? Does thinking about cumulonimbus clouds keep you up at night? Aside from a select few, most would answer these questions with a chuckle and a no. Yet, despite their potential lack of passion and deep understanding of these topics, teachers will approach and teach them in engaging and innovative ways that get students excited to learn more about them.

The combination of these factors has forced many teachers and administrators to cling to the their sense of math security, the textbook. The problem with the textbook is that it doesn’t know your students like you do. It doesn’t know their unique skills, backgrounds, and needs. It hasn’t spent countless hours building deep relationships with them. What would happen if we stepped out of the traditional belief system regarding math and just decided to teach it as we would any other subject area or topic?

So what is standing in the way of a true math revolution in our elementary classrooms? Why have schools been able to make such amazing strides with literacy instruction, but continue to fall short in math? My experience leads me to believe it is a combination of two major factors: a lack of confidence with the content by some teachers, usually based on their past experiences in math class, and the absence of clear direction and vision from school administrators of what quality math instruction really looks like.

My charge is this...engage your students. Allow them to build the foundation for true number sense. One that doesn’t rely on tricks to simply get the correct answer, but on truly and deeply understanding numbers and operations. Celebrate the process, celebrate mistakes, celebrate the subject of math. Approach it like you would any other lesson on any other topic in any other subject area. Design learning experiences that give all students opportunities to approach a concept or problem, think critically, and build computational literacy. And above all meet of your students’ needs using a differentiated approach- because you absolutely know that math will not be experienced the same way for all of them.

Some things to keep in mind in designing math units and lessons

1. Identify the clear learning objective(s)/standards. What should your students know and be able to do? 
2. Consider the different students in your class to provide several entry points.
3. Understand how this skill/concept fits into the big picture (and I don’t mean, “You will need this next year”)
4. How can you make the topic relevant to your students?
5. How can you plan for differentiation so that all students have a learning pathway to succeed?
6. What kind of conversation, discourse, or debate can accompany this skill or concept?
7. What elements from your reading/writing workshop l structure can be used?
1. How do you build in the gradual release of responsibility (I do, we do, you do)?
2. How can you flip the gradual release of responsibility to have students exploring and doing prior to you “presenting” the topic?

So what part will you play in enhancing math instruction for the students you are lucky to serve? I would love to hear your thoughts and feedback so that we can work together to shift the paradigm of how people approach math instruction so that ALL children and teachers believe they are “math people”.

The Most Important Lesson

Yesterday, I was doing a puzzle with my two-year-old daughter, which has become one of my favorite activities to do with her. While we were playing, she was making me laugh with all of the funny and cute things that she says and does; she is turning into a little person. But even beyond the cuteness, there is nothing more rewarding than watching her learn and demonstrate new knowledge and skills. The look on her face when she is able to do something that she wasn't able to do just a few minutes before is simply the best- this is why I love doing puzzles with her.

As I watched her in awe, I was reminded that learning- which is defined as the acquisition of knowledge or skills through experience, study, or being taught- is an innate quality. Children are naturally curious and inquisitive. They want to learn more about the world and their surroundings by continuously asking, “What’s that?” But as a middle school teacher, my heart broke when I realized that, at some point, my daughter wasn't going to ask me that question anymore. I began to consider when and why this unfortunate change occurs. Is it just a natural progression or is it a result of their experiences in school? More importantly, what can educators do to grow and cultivate the love of learning so that it only grows stronger over time? As a growth-minded adult who appreciates the power of knowledge and new experiences, I feel as though this is the most important lesson we can teach our children- the love of learning.

The current focus of most schools is fostering 21st century skills and engaging our learners. There is no doubt that these skills of critical thinking, collaboration, and innovation are important for our students’ future success. These skills are not as powerful, though, if we do not also infuse opportunities for students to develop curiosity and inquiry. Students have to WANT to learn and grow.  But how do we teach students to love learning, knowledge, and the struggle associated with acquiring it? It is vital that we as educators continuously model this. We have to love the ongoing, voluntary, and self-motivated pursuit of knowledge and share it with our students. It is our duty as educators to teach and model the love of learning every day. This has to be an intentional objective that is infused into every lesson we teach. 

Some days it will be a struggle. Too often when I talk to other teachers about the profession or the culture of their school, I am alarmed at the level of negativity and disenfranchisement. Government reforms, mandates, testing, as well a lack of support from some in our own communities are all working against us. These influences are all chipping away at the responsibility we've been entrusted with, to be that positive and inspiring role model for our students. The only constant we have in our profession is a captive, open, interested audience. It is up to you to decide what you do with that audience. Create goals for your own new learning that focus on growth and continuing to learn more about your craft and profession. Share the triumphs and struggles of your learning experiences with your students. Model how to be inquisitive- if you don’t know something, look it up. Take risks personally and professionally and include students in the process when appropriate. Start small and set realistic goals. This approach can turn around a negative mindset, culture, or propel you through a struggle in your life.

Just like my daughter, our students are hungry for opportunities to acquire and share new knowledge and skills. Learning never stops, it just evolves into teaching. The more you learn, the more you want to share with others. Students are going to forget many of the skills and concepts we teach them. They will also forget the fun activities that we spent hours planning. But they will never forget that we taught and inspired them to love learning.

Are My Students Ready for the PARCC?

With my students only a few days away from the PARCC assessment, I should have clear, confident feelings with regard to their readiness; because by this point, how can’t they be ready? I have toiled over preparing lessons, finding resources, and designing assessments that would enhance learning experiences and promote growth and achievement. I have reflected on my practices and aspired to use our new 1:1 learning initiative as the cornerstone of my student-centered learning environment; designed to promote authentic problem solving, collaboration, and critical thinking skills. My goals have always been to engage the hearts and minds of students, unleash creativity, and challenge them to apply knowledge in new and innovative ways. This is what school is supposed to be about. But...will they be ready for the PARCC?

Never in my career have I been so sure- and unsure- about my students’ preparedness than I am at this moment. I am confident that they have the skills and knowledge to continue to achieve amazing things in my math class and beyond. I know they have cultivated a mindset built on perseverance and growth. A mindset they will be able to apply to any obstacle or failure they may encounter in life, gaining something meaningful out of each experience. My students have met just about every challenge I have thrown at them- smashing my high expectations while working through difficult obstacles and concepts. I have done my best to prepare them for high school, college, their future careers, and life. But will they be ready for the PARCC?

I find it interesting that faced with a test that is supposedly built upon- and even named for- these important skills we have worked so hard to develop, that I am anxious like never before. Anxious not for how their performance will affect me or my SGP score; I don’t need a test to let me know that I am an effective teacher. I am anxious and disappointed in how this process is making my students feel about themselves as learners. At a time of the year where I am usually in awe of their growth and rising confidence, I’ve noticed that many of them are more stressed and worried than ever. Instead of focusing exclusively on building deeper understanding of concepts, they are taking practice tests, learning how to navigate the computer-based environment, and practicing inputting their answers into an unfamiliar equation editor. With each experience designed to make them more comfortable and confident going into next week, my students are talking less about the math and more about the test.

So are my students ready for the PARCC? If I have achieved my true intended learning outcomes, it won’t really matter. What matters is that I am using this opportunity to test my abilities, reflect on my craft, and model perseverance, learning, and growth for my students. What matters is that they are prepared and inspired for what life has to offer- both in and out of school. What matters is that they are too strong to let their confidence and belief in themselves be defined by this or any other test.

My Journey Through the “Dark Side”

Let me be clear in saying that I absolutely despise when educators refer to educational leadership or administration positions as the “dark side”. It is something that has always bothered me- well before I ever considered venturing into the darkness myself. And after recently completing my educational leadership program, it makes less sense to me now than ever before. In every other industry, personal and professional growth is something that is encouraged and honored. It is natural for employees to be molded for leadership positions- whether through their own ambition or because their potential is recognized by the leadership in that organization. So why, in a profession built on encouraging children to develop, grow, and aspire to do great things, do we as educators view those willing to step into leadership roles as sellouts, traitors, and villains?

Over my eleven years as an educator, I have gained a wealth of invaluable experiences and perspectives. I have worked in three outstanding districts, worked with amazing teachers and leaders, and most importantly spent the majority of my time with over a thousand unique and inspiring students. Like most, I started my career as an excited novice teacher- living in my parents house and making more money than I ever had before. This was the life! But as my friends and family members began to advance in their careers- earning promotions and bonuses, enjoying lavish business dinners, traveling around the country for conferences and conventions- I felt myself losing that initial excitement. I couldn’t keep up with the conversations. When I told people what I did, I was often quickly dismissed with an uninterested, “Oh yeah, my (blank) is a teacher too”. Eventually, I also started viewing myself as “just a teacher”. And before I knew it, I was showing signs of becoming the type of teacher I never wanted to be- bitter and uninspired. I didn’t think I would be able to spend the rest of my life as a teacher and began considering other professions. This disenfranchised mindset, one in which an increasing number of educators find themselves, is the real “dark side” of the profession.

But then something happened. Maybe it was the birth of my daughter. Maybe it was my wife’s consistent faith and belief that I am destined to achieve great things. Maybe it was the unexpected invitation to a high school graduation party for a student who struggled mightily through my fifth grade class many years ago. Or maybe it was the wealth of experiences I’ve shared with the students that I have had the privilege of working with through the years. Whatever it was, I began to feel inspired like never before. I decided to take control of my career, of my life, and committed myself to becoming a leader in my profession. I wanted to learn. I wanted to grow. I started reading professional books, volunteered to mentor a student-teacher, then eventually decided to pursue my second masters degree- this time in Educational Leadership.

My experiences in this program felt nothing like the “dark side”. I was surrounded by accomplished, inspiring leaders who were committed to improving the education profession. My Twitter feed went from Yankee and Giant reporters and fantasy football experts to incredible educators from all over the world. I started participating in Twitter chats, presenting at local and state conferences, and going out of my way to learn as much as possible about my profession so that I could share with anyone who was willing to listen. I was growing and wanted to inspire others to do the same.

So as I sit back and await an opportunity for my first official leadership position, I am enjoying my time as a teacher like never before. I am encouraging growth in my students as well as my colleagues. I want to be an example of how great this profession can be. I don’t need a title to be a leader, and neither do you. This post isn’t about convincing others to become an administrator, it is about encouraging others to be leaders in their profession. Set goals for yourself, learn and try new things, take risks, and most importantly, share your skills and experiences with others. We are all in control of our own journey; and if you are not moving forward in that journey, then you are moving backward.