Reflection On Successful Intentional Talk In Mathematics Class

Interpersonal Communication Skills (BICS) observed in the math class. One of the first examples where I noticed BICS taking place was at the beginning of class time. As the students set up their desks and chalk boards, they were all loudly conversy about whatever they deemed fit. This is considered a BICS because the students were interpersonally conversing within the classroom about subjects related and unrelated to the math class with one another. For example, This BICS example was cognitively undemanding due to the open-ended conversations, and no pressure from the teacher. This was also context embedded because the students had each other to discuss their first mathematical problem, and whatever they pleased. This was just one of the many BICS observed.

This is important for those students are they can contribute when they are comfortable sharing personal experiences and beliefs and when they are comfortable to use the English language thus avoiding confrontation with the teacher. For students that have difficult behaviour the intention of using class discussion to provide a space where they can learn to empathise with other people in the classroom and engage with the discussion as an outlet for their need of attention. Class discussions are used widely because they can provide benefits on so many different levels for classroom management and for differentiation.

students today seem to only do the minimum in the class and get the grade that will

In addition to interactive best practice principles comes from both the students and teachers of the classroom. During

As a result of implementing any of the ten lesson plans, the students will learn about quantities and their relationships. Moreover, the students will use their curiosity to explore and learn about the world around them. For example, they can learn about how and why leaves change colors. As a result of developing and implementing this artifact, I learned that educators need to ask and respond questions to help foster students’ inquisitiveness and scientific thinking. I also learned that teaching mathematics can be done through interactive activities, and not through hand outs. To improve these lesson

To assure that my procedures and expectations are thoroughly known, I plan on continuously practicing my classroom procedures and modeling both them and my behavioral expectations for the students. Providing them with a clear example and backing it up with extensive practice for the first few weeks of school will practically imprint this in my students’ minds. Through building positive relationships and implementing persistent and clear classroom management, I know that my students will have the opportunity to

It’s about clear instructions. Ideas that we talk about in the classroom or the lab should not be confusing. To make sure that I am clear as an instructor, I keep in mind that everyone has a different way to learn. I get to know my students and learn from them what ways works best for each of them and then provide instruction that is clear and meets their specific needs. By

Paulo Freire says, “The student records, memorizes, and repeats these phrases without perceiving what four times four really means.” A student only grasps what the teacher has taught them. An example of my own would be in English class when we learn about grammar rules and pun cation. We learned about the grammar rules and how they could affect your paper if you do did not know them. We never actually learned what they meant. A problem posing class in math would be the teacher and student trying to come up with a way that the student can understand how to do problems. Also, the student asking the teacher questions about different ways they could solve the problem successfully.

In my profession before I teach a class or lesson I have to make sure I have all the knowledge on the subject that I am teaching to my subordinates and peers, once I study the knowledge of the class, I will have to plan out how I will teach it, taking risks that differ from the standard regulations, I like to think outside the box make sure that the each of the students understands my lesson, then last I implement Technical reasoning cause I will not teach anything that is not mentioned in the regulations in my line of work. I do this a lot, I like to make sure that I reference all my regulations to the class so that they

An example of such a lesson was when I taught vertical subtraction with borrowing. I selected students to demonstrate the steps in solving the equation using MABs while I demonstrated writing the equation and working out on the whiteboard. I explained each step along the way, ensuring students understood that when borrowing the value of the number remains the same, when and why we borrow and how it works. Most students were confident at this stage and went to work on some problems. For students who were still unsure, as a smaller group we worked on equations together, with students writing on mini whiteboards and using MABs. These students were then confident to work on the equations. This allowed me to check what other students had been doing, ask questions to ensure understanding and to encourage students to find errors they may have made, praise the work of students, and provide feedback to students to best assist them in correctly solving the equations. Students concluded by reflecting on what they had learnt and strategies they had

Unfortunately, the way we practice education in schools is not always related to these purposes. Some teachers prefer to talk rather than teach. What I mean by this is that some teachers think teaching is just delivering the information and the facts from a book directly to the students. When we asked them why they would reply because this is what teacher should be. One day I was working on a group assignment, and a question that we had to answer was what a concept in schools that our group should revise and why. Therefore, we decided to revise the traditional way of teaching (delivering information) to help students to have critical skills. During our meeting, one of the group’s members said, “I have been teaching for twenty years, and I

Students will participate in discussions with their group to answer the lesson questions to develop key understanding

Wiliams, explains “when I follow up by asking what the teachers expects the students to learn as a result of the activity, I am often met with a blank stare, as if the question is meaningless or trivial (p.61). This explains why it was more proactive for the math teacher in the video to revisit her lesson, after having issues. Then, Wiliams asking her a few clarifying questions, she was able to readjust her instruction to make sure students were understanding what she was teaching. By doing this it made a big impact in her classroom behavior and students staying engaged during the lesson. When incorporating the important of the learning intentions for the students it builds the foundation of an effective leaning

Traditionally, mathematics and language-based subjects have been seen as occurring on opposite sides of a great divide. However, in recent years teachers have realised the importance of talk across the curriculum including mathematics. This is supported by the DfEE (1999a, p11) who state that ‘high quality interactive teaching is oral, interactive and lively. It is a two way process in which pupils are expected to play an interactive role by answering questions, contributing points to discussions, and explaining and demonstrating their methods to the class.’ The recent Cambridge review reinforced the message that ‘teachers

Essential instructional practices that best support an effective learning environment for all students are well establish classroom routines and procedures. Classroom routines allow the teacher to utilize their time efficiently, which in turn makes cooperative learning groups possible. When I taught kindergarten, during the first week of school I had several discussions with my students about our classroom routines and procedures, and how important they are, and why they are necessary. As a result, students knew what was expected from them, and we were able to have smooth transitions throughout our day.