I modeled a number talk for a kindergarten teacher the
other day and am really interested in a piece of her feedback and how it can
inform my coaching work with her as we move forward. “We will be working on
keeping the same level of excitement while maintaining a respectful listening
environment. Students were not as
engaged as they usually are -- well behaved but not as excited. Tricky balance!!” I wonder what engage in a
leaning environment looks and feels like to her. I am wondering if she would
feel the same way if she were teaching 3rd or 4th grade.
Would her expectations be different? What are her goals for her girls as
mathematicians? What does it mean to be a mathematician? What does a classroom
of mathematicians look like, sounds like, feel like? What is her role in this
classroom of mathematicians? What is the difference between engagement and
entertainment?
This school year I will be imersed in action research. I view this experience as a way to provide myself with professional development. By looking closely at my work in supporting teachers with implementing Number Talks into their math classrooms, I hope to become a more aware, reflective and impactful Math Coach.
Monday, April 16, 2012
Seeing results...
How will supporting
teachers to implement number talks in their math classrooms inform my coaching
practice?
I am not sure if this post is really
supporting my question but I want to share the experience anyway because it just
so awesome to see. If anyone can ask questions that would support me in connecting
this experience to my research question it would be appreciated.
As I was shadowing my principal the
other day we went into a kindergarten classroom just as they sat down for a
number talk. This was not planned. This classroom is a CTT room. However, on
this day, only the special ed. teacher was present. This teacher is new to
number talks and at the beginning of the year questioned their purpose and effectiveness.
The number talk that she facilitated
on this day was amazing. It was a quick image number talk around seeing six. Students
were listening to each other, sharing their thinking, and reasoning about the
parts they saw and how they related to the total. I truly wish I had videotaped
it. The teacher asked thoughtful questions of her students that pushed them to
make connections and articulate their ideas clearly.
It was beautiful!