Five Principles of Extraordinary Math Teaching
In the Ted Talk, “Five Principles of Extraordinary Math Teaching”, Dan Finkel talks about how some students go home and hate math. Due to ways math are taught, makes kids despise the idea to math. This can lead to them falling for scams and tricks. Dan then leads to discuss the five principles of extraordinary math, the first one being start with a question. Math often leads to answers instead of asking questions getting students to think. The second principle is students need to struggle. Students often believe that the answer can be found in 30 seconds and if they can’t do that, then they aren’t a math person. We need to teach students to persevere and give the students time. You are not the answer key, is the third principle. Sometimes teachers won’t know the answers, use math as an adventure to find out the answer together. Make sure students know that just because they don’t know something, it does not mean failure. The fourth is to say yes to your students’ ideas. Just because you say yes, does not mean they are tight. Just helps them to think mathematically. It’s more convincing for them to be shown their wrong by peers than to be told by the teacher. The last principle is to play. Play with math can give them ownership and make them feel even more comfortable. You can’t misuse math to create passive rule followers, but to help them gain courage, curiosity, and creativity.
Teaching Students with Special Needs: Who’s Really the Teacher
In the Ted Talk, “Teaching Students with Special Needs: Who’s Really the Teacher”, Erika Knorr starts with a story of a little boy that inspired her on a train ride. This inspires her to ask the question, are these students with special needs the abnormal ones or is it us. She reminds us how we are taught to be still and to listen, so when she became a teacher, she thought that’s the type of stuff that she would be teaching. But they end up teaching her. The first lesson being, to question authority. Their main question is always going to be “why”, and this is because we should know why we are doing something and deserve a reason. The second lesson was math doesn’t count. We are each taught the same information in the same exact way, expecting everyone to know what and how to solve information. You got to stop focusing on the things you or they can’t do and focus on the many strengths they have which help them overcome these weaknesses. The last lesson is crying in public. When a student is crying, you can’t just shove them into a different classroom, let them cry it out, and put them back in. We are taught that emotions are uncomfortable and unacceptable. You can’t just disconnect them from the people who need to see their pain. Don’t be so ashamed of your emotions, they help you connect with everyone. When you are ashamed of these things you are teaching them that you’re ashamed of them, so you must encourage them to love and accept one another.
Mathematics Instruction and Math Teaching Strategies
In this seminar called “Mathematics Instruction and Math Teaching Strategies” they start with the overview. Young students are more prepared and have more opportunities for success when they are in an early start program. A classroom teacher is what effects a student’s academic status. Assessments in mathematics is absolutely necessary for instruction just as it is to provide feedback. Teachers can frequently check for understanding, RTI, diagnostic testing, CRT, and student tracking. There are certain classroom guidelines and practices that any grade math teacher may benefit from using including high standards, active participation, real world, concrete instruction, and clear goals. Students should also be taught basic processes of problem-solving as well as necessary critical thinking skills, you could even use grouping to help with this. Using manipulatives and games can help keep students engaged. Peer support can help bring students together to practice math skills as well as socially. Overall, there are many aspects of instruction in any age mathematics classroom.