Establishing and Following Classroom Routines: Though she recognizes that her students initially define her challenging stance as “tough” or “mean,” Patty Ferrant frames her style as like that of a coach.
She says, “if you do sports, your coach yells at you all the time. How is this any different?” This is a powerful shift.
Often as teachers, especially in mathematics, we are asked to be an umpire as opposed to a coach. Is it our job to determine right or wrong answers? Or to guide students into improved practices? Or both?
These videos are discussed in the Inside Mathematics guide "Taking Responsibility for Learning, Patty Ferrant, 8th Grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.
The videos document key mathematical practices observed in teacher Patty Ferrant's 8th-grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "taking responsibility for learning."
Day 2: Encouraging reluctant learners to communicate [Establishing and Following Classroom Routines]
Day 2: Identifying key descriptors for moments from the first few days of school [Reflecting on One’s Own Behavior as a Learner]
Day 4: Identifying positive and negative prior experiences with mathematics [Encouraging Perseverance]
Day 9: Launching class and focusing students on their learning [Establishing and Following Classroom Routines]
Day 19: Communicating behavioral indicators for engagement [Promoting and Requiring Active Engagement]
Day 19: Developing capacity to communicate with precision [Promoting and Requiring Active Engagement]
Day 118: Creating incentives for students to participate [Reflecting on One’s Own Behavior as a Learner]
Day 158: Inviting students to document and reflect on their learning [Establishing and Following Classroom Routines]