5 Immediate Responses to Win Over An Elementary Student's "I Can't Do This!" School-Attitude

Students do a great job at learning different math skills throughout the school week.  There are other times where one particular math skill is just proving too hard to understand and make any sense to the elementary student.  Oftentimes, the student gives up and says outloud, "I can't do this!!"  How is the classroom teacher suppose to respond?  The following are 5 immediate teacher responses that help the elementary student overcome challenging math obstacles:

1.  After you hear the student say, "I can't do this!", address the student and say, "Let's see what we can do to make this easier for you."  Right then and there, you are letting him or her know that it will take the teacher and the student to resolve the issue.  Also, you are making the student aware that you want to help and that you don't want him or her struggling over the math skill but feeling confident that he or she has mastered another math skill.

2.  Identify where the student is struggling with the math skill.  Work with the student until he or she can work independently. 

3.  Provide encouragement/positive reinforcement while working together on some problems.  Monitor closely throughout independent practice time and say something like, "I knew you could do it!"

4.  Provide immediate feedback on the student's math progress for the day. (One example, check all math assignments given for that day.)

5.  Write a quick, positive, short comment and give to the student.  This will remind the student that they can overcome a challenge.   With help and support from the teacher,  the student can have an "I CAN do this!" school-attitude.

How have you helped students who have an "I can't do this!" school-attitude?

IPAD: 6 Ways To Use Evernote App in an Elementary Math Classroom

*Evernote App is avaliable for IPAD users.

1.  Use Evernote App to create a math reflection journal about new information learned or Ah-ha! moments.

2.  Take pictures of a student's math end-product.

3.  Create a slideshow to showcase student work.

4.  Record a student's or peer response of their math work.

5.  Write and record math vocabulary words and have student's play it for pronunciation. (Great for English Language Learners!!)

6.  Use it as a reference tool.   Students refer to it to refresh their math skills.


How would you use Evernote App in your math classroom?  Have any pics of this, please share with us!

Elementary Math Classrooms WITHOUT Limits

What if there were no limits as to how much a student can learn about math after mastery of a particular math skill?  What if age or grade level was not taken into consideration as to how much a student can learn about math?  What would the classrooms look like and can this be possible?

Many people are trilingual or quad-lingual.  How can this be?  If people are really good about learning different languages can they also be good at increasing their level of mathematics?

What are your thoughts about this subject?

Addition = ???

I love looking at my students 1st grade math journals and scanning through their work to see how they are developing their understanding of this amazing subject.   The use of mathematical words come to my attention as I scan through their written word problems.  Reflecting on my 10-11 school year teaching, I find that I have to do lots of modeling, repetition and give time (practice) for my students to use mathematical vocabulary.

The following are snipets of words I've found in their math journal that automatically tells them to use the operation of addition to solve the word problem:

7 girls joined them...
if the pattern continues...
will have hatched altogether...
gave him 9 pencils....
he buys 4 more bales of hay...
she placed 6 books...
Maria puts on 5 bracelets...


What others words have you seen your students use for addition?

 

Teach Math In English Or Student's Native Language: What works best for English Language Learners?

Would an elementary English Language Learner student make more progress learning math in their native language or their second language?


For the past 16 years, I am always amazed what the brain is able to do to overcome language obstacles.   For the past 13 years, I have taught bilingual students and 3 years, I have taught monolingual students Spanish.  Elementary students are able to grasp a second language rather quickly.  When I teach math to my 1st grade English Language Learners, I speak English in complete sentences and expect that my students, through time and much practice, are able to speak English in complete sentences and use correct vocabulary words to verbally explain their understanding of the task at-hand.   

What are your thoughts and experiences with Math and the English Language Learners?

You tell me: Small Group Instruction Led By A Teacher vs. Peer Group Learning?

Which method is better? Or, are both methods equally important?  If a child receives small group instruction from a teacher would they have a higher understanding of the math skills?  Would peer group learning be the best option to help students reach a higher understanding of math at a faster rate than small group instruction?

I have used both methods in my classroom.   I've noticed that they tend to be happier when learning from each other.  On the other hand, when I do small group instruction, I tend to hear lots of "Aha Moments"!  What are your thoughts about this subject?