I started this blog to voice some of the ideas I implement to get my classes motivated. Some have worked really well, others have hit a few stumbling blocks but will be reworked and retried next year.
1. Coloured Paper
This worked beautifully with all of the classes I tried it with. In short, the idea was – maths is easier if presented on coloured paper. It doesn’t matter what colour, just not white. I say it worked beautifully, that is until it stopped working so well! In fairness, what I should say is it works really well until it’s not novel anymore. So, towards the end of term, k would throw in a couple of ‘coloured paper’ lessons to get the kids back on track and that seemed to re-engage them.
2. Encouraging Competition
My tutor group started an in class competition to get a given number of conduct points by the end of term. They worked out that if they each got one point per day then 450 points would be a doddle in the last 5 school weeks. And it should have been. What I didn’t count on was that people get tired towards the end of term and continually recording conduct points begins to drop down the priority list. So while my kids knew they had been given the points, nothing was showing up on the system. Therefore, they stopped trying. To revamp this idea, I am going to produce a month by month bar graph of their points this year and we will see if they can beat their totals each month next year. I’m sure there will be no shortage of volunteers to colour in the bars as they get the points. We a also having a Tutor MVP board each week. I think that should encourage those who consistently get the points to realise that I do notice how they are getting on.
Hopefully, new inspiration will hit early in the new school year and I will add more musings.
I have taught a lot of different students over a lot of years and I am good at my job. But I can not do anything with students if the are not prepared to get involved. One of the reasons, I believe, that some students fail to engage in lessons, is simply that they don’t believe that they can do it! Whatever “it” happens to be.
I started to think earlier in the year (when I changed classrooms) how I could improve this self belief. One of the things I found, when specifically looking, was that some very weak students will not engage because they are afraid to get things wrong and it is better (in their mind) to disengage from the lesson than to try and fail. This, almost, conscious refusal to try was something that I thought I could get through with the right resources. So, after some thought and a bit of research, I discovered whiteboard topped tables. I then found that one of the other departments had some that they did not want – so a swap was arranged.
I did not know whether my plan would work or not, but I set out my class with pencil cases of whiteboard pen on every table and told the students they could write on the tables. The first week was not much fun for me. I saw many penises on many tables as well as many other non mathematical symbols, but I hoped this was just teething problems due to the novelty value. Sure enough, after a week or two, all I could see was calculations and working out on the tables.
This was great to see with my top sets, but the best thing was that my weakest students were also beginning to engage. It seemed that, if they could simply erase any mistakes, so nobody knew they had happened, they were much happier to try. It wasn’t long before my bottom set year 10 students were tacking some quite tricky Pythagoras problems that they wouldn’t have gone near if the only option was to write in books.
I am still very clear with my students that I want to see all working out in books, but am happy for they to test drive their ideas first – and its working!