Oral Language

For my job, I get to observe 8 different math classrooms/teachers.  As a benefit to this job, I get the opportunity to see how different teachers structure oral language with their students and what seems to work (or not) for each teacher.  I learn from all of the teachers that I am assigned to.  However, there is one teacher that I mostly learn what NOT to do...  We are going to call the teacher whom I would like to write about, Mr. Z.  

In Mr. Z's classroom, there are many students who don't talk, because it isn't welcome most times in this classroom.  The overall feeling of the classroom is negative, unsafe, and not a great place to learn.  Unfortunately, students don't feel that they are valued in this room, understandably.  Needless to say, Mr. Z hasn't structured many ways for his students to speak in class.  

Recently, there have been many visits by the Principle, and Mr. Z has begun a special course at the school to help him correct his teaching/classroom.  Mr.  Z has begun allowing students to work together to logically solve real life math problems.  He then chooses a group of students to come to the board and explain to the class what they did and how they thought through the problem.  Mr. Z is now praising not only the correct answers, but also the incorrect answers in a way that the students are beginning to feel safe to make mistakes.  This makes me happy.  All students should feel safe to make mistakes or not know the answer...

Here is what I would begin with to help Mr. Z (in addition to what he has already been working on with the Principle)...  I would suggest to Mr. Z, that he add in a few more discussion structures.  The three that stood out to me in the reading were the fishbowl discussion, partner - to - partner summary, and partner - to - partner drawing.  The fishbowl discussion is similar to what he is doing with the students at the board, only this way the class will hear their discussion from the beginning.  I like this one so that students can see how others process a problem in their minds (similar to a think aloud).

With math being a subject with many algorithms, I can see how the partner - to  - partner drawing technique would work great (with more than just algorithms).  Students could sit back to back...one student could sit with a mathematical problem all worked out in steps.  They could explain the problem using steps to the other student and vice-verse.  The idea given in the reading was excellent too!  Having a student explain a geometric figure using all of their description words helps them learn their vocab.  I love this one!

I would also tell Mr. Z to find the value in his students, he has such an incredible opportunity to make a different in each of his students lives....they need to feel welcome, valued,  and safe in his classroom.  I truly feel that if he got to know his students, even just a little bit he would see the great potential that they all carry within them.  These are great students!  Talk to them Mr. Z and them be heard.