For Some, Understanding Math May Always Be Distant Target!

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For some teachers, even some "good" teachers, understanding mathematics will always be a distant target within a warren of incomprehensible facts and rules. You've heard teachers make statements like: "I never liked Math!" "I just don't understand why this math skill has to be in the curriculum!" "Is this too advanced?".

In trying to understand those who teach mathematics, valid research is available that seeks to interpret elementary school teachers' math teaching success, especially as it relates to their attitudes and capabilities. Take your pick of any of this research on Teacher's Attitudes Towards Mathematics. The idea that many of our peers have a fear of math and lack the basic understanding of what they are trying to teach should not be a surprise.

Therefore, it is easy to understand that teachers who do like and understand mathematics and its place in the school curriculum make up the minority of teachers. Most likely, there will be a gulf between their ideas about teaching math and those of the teachers who are weak in math. Those who "get it" tend to be more organized in their approach to teaching the children, while those who don't get it tend to look for a fluffy way to teach something that is NOT ephemeral. Math has organization, boundaries, rules....

In the elementary school, teachers must understand that all this logic of math is based on the Real Number System. Although it's NOT ROCKET SCIENCE, it's NOT FLUFFY either.

In mathematics, we look for ways to talk about how to solve a problem, but we also MUST support a system of understanding for students. That's where the organization comes into play. The more the teacher understands and feels comfortable with the ideas and facts of math, the easier it is for students to do the same. Then this teacher will help the students, in a concrete way, develop a clear understanding of their strengths and weaknesses. This teacher will use any and all available data provided through testing in the class or the school to bring success in math to all students.

Effective Schools Correlates: A Teachers' Life for Me!

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What is the core of teaching? What will make all the ideas, activities, books and lessons fall into place in the service to the education of students?

When I was a young teacher, I yearned to have THE answer. It seemed to me that there was an elusive ingredient to being a great teacher. In my mind it was like the golden ring at the merry-go-round. If I just worked, studied, and learned enough, I could grab the golden ring of education. As often happens with young people, I doubted myself. Even though I had wonderful grades, experiences and references, I was seduced into believing that there was ONE answer...a magic key to teaching.

Why did I search for the magic key? I wanted to be the best teacher in the world. I didn't want to doubt. I wanted to KNOW.

Being young, I thought there was always something else, some magic idea out there, that I didn't know, but there wasn't. Yes, there was plenty that I didn't know, but I hadn't figured out that there was no magic bullet that can replace the effective basics that help people learn well. It took some time for me to stop looking for something that I already owned. It took some time for the competitive energy of the student to be replaced by the collaborative efforts of the teacher.

When I was a new to teaching, I had already experienced the positive impression of learning that is based on the Effective Schools research model, encompassed by the SEVEN CORRELATES OF EFFECTIVENESS. I had learned them at the knee of all the effective teachers, community members and family members who taught me.

I also knew what a good teacher looked like as they worked in the classroom. Others might agree that they have had some great teachers, good teachers and not so good teachers, while some who attended the same classes might disagree with their list. What I didn't know, what I yearned to know seemed an elusive ingredient.

Over the years, as I gathered more knowledge and experience, I learned that what I really wanted was to evaluate the effectiveness of my teaching. I discovered that the Effective Schools Research movement could serve as a core set of organizing principles for my educational philosophy.

What are the Seven Correlates of the Effective Schools Research Movement?

1. Instructional Leadership
2. Clearly Stated and Focused Mission
3. Safe and Positive Environment
4. High Expectations for ALL Students
5. Frequent Monitoring of Student Progress
6. Maximize Learning Opportunities
7. Positive Communication - School, Home, Community      

Are these ideas that people could define or describe? Are these ideas that you want to see in your school? In your teaching? In student's learning? Isn't this a support base for effective student learning? Isn't student learning what it's all about in our world?

Qualitative Research: Using Technology in Class

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In this article, Engaging Students with Engaging Tools Ed Webb has created a wonderful example of what I like to see, a reprise of a qualitative study into the uses of technology in the regular progression of improving students' use of technology while teaching class at the college level. Any teacher could use Ed Webb's protocol and replicate this research in their class.

A teacher could even expand on this research by giving a formal pre-post test of technology skills and an interest inventory. Using Google Forms, a teacher could easily present the tests and survey (inventory).

clipped from www.educause.edu Engaging Students with Engaging Tools Engaging Students with Engaging Tools By Ed Webb A new course teaching media, mass communication, and political identities in the Middle East and North Africa explored the use of social media in pursuit of effective learning. Using a variety of social media and other tools encouraged student engagement in and out of the classroom. Student responses varied from discomfort with the technology to enthusiastic adoption and continued use after the course ended. The 21 students in the class ranged from first years to seniors and came from several disciplines in the humanities and social sciences. Some were majoring in Middle East Studies or International Studies with a Middle East concentration, while others had little or no background in the region. At the start of the class almost all had Facebook accounts. Only one had a blog. None used Twitter. I inferred from their comments that comfort levels with digital technology ranged widely,

Walk a Mile!

As we look towards investigating, implementing and integrating new technology in our classrooms, schools and other educational public places, we must accept that some people, especially the more experienced teachers, will be reticent to join in the hoopla. You must note that I said reticent, not hesitant.

Some famous viral marketers have coined a phrase, "laggards", for those members of a group who don't virally buy into the NEW program. In this day of instantaneous, rapid fire, viral marketing of products of all kinds, it is easier for them to leave a small group behind. These marketers are selling an idea today, so they are running scared. They believe they can't afford to be concerned about the last adopters. In their line of work, they are probably correct.

IN EDUCATION, we cannot and must not be interested in that way of thinking. It is antithetical to all we know about teaching. It's not just a platitude, we believe that all people can learn if we teach them from wherever they are on the continuum of knowledge and experience. Before we can teach, we must truly understand their perspective. We must stand in the place where they are.

It seems that educators believe we should use our vast array of knowledge, technique and technology to draw the "laggards"(isn't that a horrible label?) into the group. We should NEVER think there are groups of people who will be left behind or jettisoned at the first opportunity. Often the most conservative in our groups have helped us manage more effectively because of their stable, steady as you go attitudes. Conservative actions should be directed and used as a valuable tool to contain and direct the chaos of change.

It is my premise that those teachers who will be the last adapters just haven't found a good reason to use a new technology.

Let's remember the Golden Rule. It is one of the basic tenets of education. In our modern times, it is more important. Now, in the age of "lifelong learning", we must make and take time to understand the thinking of those who are happy with the status quo.

What would happen to your educational organization if they don't change? Make lists. Use your problem solving methodologies. If they do change, what would be the costs and benefits to:

* their way of teaching AND
* the way students learn in their classes.


If we can discover the antecedents of their mindset, then we have the opportunity to help these teachers find reasons for adopting the new technology with a spirit of cooperation. We are all in this together. Please don't forget lifelong learners deserve respect and opportunities to understand and buy into change. They can and will adapt if you are good teachers and leaders.

LOL! BTW, threatening to:

* fire them,
* put them on "a improvement plan" or
* offer their colleagues subsidies

when they adapt quickly are not the types of reasons that came to mind.

Let's remember the Golden Rule (aka Ethic of Reciprococity), "Do unto others as you would wish them do unto you". It is one of the basic tenets of education. In our modern times, it becomes more important in collaboration. Now, in the age of "lifelong learning", we must make and take time to understand the thinking of those who are happy with the status quo.

Wouldn't you agree that everyone deserves to enjoy and reap the benefits that the new technologies bring to our students, teachers, parents and communities? We all have to work to achieve it.....TOGETHER!

Better Schools and Classrooms

We all admire Better Schools and Classrooms. Why? For inspiration, confirmation and professional development because each of us wants a better school and classroom. We're teachers! We're achievers!

In pursuit of this excellent achievement, there is one book, Classroom Instruction that Works, that you can use and make Better Schools and Classrooms. Read it one day and use the ideas in your class with great success the very next day. Many of the ideas may be familiar, yet even the most experienced teacher should find this meta-analysis helpful for improved practice....for Better Schools and Classrooms.

Research in education has been vastly under reported in our American media, even the educational media. To remedy that, many educational research leaders began to perform a particular type of research called meta-analysis. While some research can summarize a single researcher's lifetime of accomplishments, such as Vygotsky, Art Costa or Howard Gardner, meta-analysis is compilation of combined research of many people on ONE TOPIC like the research that encompasses theEffective Schools Research or Classroom Instruction that Works.

While the Effective Schools meta-analyses is more of an umbrella covering a multitude of effective educational methods, categorized within the Seven Correlates of Effective Schools, Classroom Instruction that Works may be considered by some to be a specific category within the Effective Schools movement.

No matter the case, Robert Marzano et al picked an excellent topic and performed a very extensive meta-analysis of educational research that relates to this topic of Classroom Instruction that Works. One of the most appealing qualities of this meta-analysis is that one teacher doesn't have to practice all the instructional strategies to improve their classroom instruction. Each teacher can pick one or more of instructional methodologies that fit in their own toolbox.

Any teacher can improve their own skills by reading this research summary. Entire schools, districts or states can definitely increase student achievement by improving their skills in the practice of the tenets driven by the meta-analytic research of Classroom Instruction that Works.