In doing a professional development session with my school, I encouraged teachers to try a visual routine. I had shared how worksheets can be boring and that math should be active (visual, conversational, and kinesthetic). My challenge to them was as simple showing a picture to their classes and encouraging math conversations. I had asked them to try it in the next 2 weeks and then be prepared to share out at our next meeting.
Then I saw this within 24 hours….
and I felt a little let down and disappointed. Was my presentation not impactful enough to make a difference with my own staff? In hoping to enhance their curriculum, I gave very teacher friendly, easy to use resources…and yet a teacher choose to do this with their students. What a bummer.
However, my spirits were completely uplifted (twice) when a special education teacher sent me this. 
“Yes even nonverbal kiddos can participate in the math talk with just a little bit of adjustments”. Just to clarify Mrs. V teaches a moderate/severe special education class on my campus. This teacher was determined to use a visual math routine with her students I told her that this brought me to tears in that every child can enjoy math in their own way.
And just when I thought my spirits were good…I received an email from a teacher in New York. (Yes, I got permission to share this)
And here’s the picture she used with her students….
This was one of my favorite things to hear during that week. I love hearing how teachers implement ideas and see/hear the impact it has on students. Thank you Jessie!
Upon reflection, I realized that there are at least 2 categories of teachers. (And I write this without judgement…I write this with more of a curiosity.)
The first category are teachers that want to try anything that they learn about. They are constantly trying to improve, learn, and implement the best practices for their students. Their classroom becomes a lab of exploring, experimenting, and reflecting. Lifelong learners are how they would view themselves. If I could ask questions to this group of teachers, I would ask “What drives you to implement new ideas in your classroom?” “Why?” “What have you learned in trying new things?” “What has worked well with your class?” “How do your students react to the new things you implement?”
The second category are teachers that rather keep the status-quo. They are breaking out the worksheets, fast facts, and mad minutes. This is how they have taught and are comfortable with. Maybe they are thinking that it’s entirely too much work and planning to try something new. Maybe they feel as though they aren’t allowed to utilize any other materials then the ones purchased by their school/district. Maybe they think they aren’t allowed to use anything outside of their textbook materials. If I could ask questions to this group of teachers, I would ask, “What are your thoughts on using worksheets all the time?” “What is stopping you from trying something new?” “What has your leadership told you about using materials outside of what they provided?” “Do you have a fear or intimidation of trying a new routine?”
I have thought of myself as a life long learner. I would put myself in the first category especially in regards to teaching math. I love trying out new things that will only enhance my curriculum. I love finding ways for the math standards to jump off the page and become living and breathing. However…I find myself veering into the “status quo” category on several occasions. These occasions are when I have to teach all the other subjects besides math.
Until next time,
Kristen