Yesterday we had a cold day! It’s like a snow day, except it’s really cold out. With wind chill, temperatures around here were -35 F. The timing was good because somehow I ended up being really sick yesterday. So I didn’t particularly enjoy myself on my day off (in fact, I felt terrible), but thankfully I could nap by the fire, drink tea, and spend the day recuperating.
Anyway, I wanted to post about a proud moment from my FST class today. These kids are used to a lot of hand-holding and spoon-feeding, and many of them rarely do independent work (unless I really hound them). Most days, I’ll hear this from at least one FST student: “I’ll be honest, Ms. C, I’m not gonna do this.”
These kids are mostly seniors who’ve been placed in “lower track” math classes their whole life, so changing their mindset isn’t easy. But they did elect to take 4 years of math in high school, plus they’re all good kids, so I know it’s worth it to keep trying.
Today, I told them I would walk them through one example of each type of problem (unit circle stuff), but that was it. No more.
A few kids said, “Aw, can’t you keep going.”
“Nope. I said that was all I was going to do as a class.”
Here is where one kid said, “We can keep doing them as a class, I’ll just go up there.” And he did.
The awesome thing was this kid didn’t know how to solve the problems. But he was willing to go up there and try to figure it out. It probably helped that he’s in the drama club and is an anchor on the school announcements.
So he starts to play the role of the teacher. “Ok, so let’s do problem 2: 495 degrees. We need to find an equivalent rotation between 0 and 360 degrees. How do we do that?”
Miraculously, the rest of the kids played along.
“It’s 45 degrees.” “No, it’s 135 degrees.” “How’d you get that?”
The 135 degree kid explains his thinking, the kid at the board follows along, agrees, and writes down 135.
I quickly snap out of my state of shock and try to remember good techniques for facilitating student discussions.
So I ask, “S, could you please repeat how you got 135?”
So he does.
“Thank you. Can someone summarize or rephrase what S just said?”
And, oh man, it was beautiful. Students were participating without any prodding from me. I managed to remember to ask good questions (Who can rephrase that? Who did it differently?) and to occasionally ask for a collective pause to let something sink in for everyone before moving on. Most importantly, I remembered not to interrupt too much.