I was reading Jason’s blog the other day and I was struck with guilt by something he said:
The downside (of new teacher blogs) is I get that “parent whose daughter is going to be out past midnight for the first time” feeling when a new teacher goes more than a couple of weeks without posting.
Seeing as I haven’t posted almost a month, I thought I’d write to say that at the very least, I’m still here, still teaching, and still (at the very least) reading others blogs.
When I used to post I followed a general principle: regardless of whether org not anyone will ever see it, post as though the whole world is reading. A coworker described first year teaching as drinking from a firehouse. I’ve found that since becoming a teacher I have had a hard time turning down the pressure. I have this fear that if I write a post everything would come pouring out, and much of what I tend to think about is not for the world wide web.
But I that doesn’t mean I haven’t been thinking about a lot of things, working on improving daily, trying new strategies and structures, and learning lots and lots and lots. What I learned discovered most recently is that when I need to intervene on behavioral issues during a task, it’s much more effective to redirect the conversation towards the mathematics than directly address the behavior.
Good (task related questions):
- Have you read the problem?
- Have you drawn a diagram?
- Have you made a plan?
- Have you written an equation?
- Which problem are you on?
- What questions do you have about the problem?
Bad (behavior related directions):
- I need you to be focused/on task/working