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What changes would middle school students make if given the chance to run the show?

As I introduced a new geometry topic to my sixth grade class, one of my students immediately reacted to my mention of a new skill-classification of solid figures-by blurting out, "Again? We know everything about that. We learned it years ago."

Middle school math teachers have a challenge-they need to help students become mathematical thinkers who truly understand concepts and don't just memorize. One way we recommend doing this is by using the new Standards for Mathematical Practice (SMP) to help students build a foundation of thinking and communicating math. We find it most helpful to think of the standards as a door.

Each year our kindergarten classrooms fill with eager children. Some students come with quiet dispositions; others are overflowing with things to say. Often the talkative group is told to be a little quieter. Sometimes, particularly if the students are boys of color, their talkative behavior is seen as disruptive and their identity as burgeoning mathematicians is at risk though it has scarcely begun to form. But what happens when we raise the status of talkers during math time?

We are reflective teachers who embrace the CCSS Standards for Mathematical Practice. We are committed teachers who want to take the magic out of mathematics and focus on the beauty of sense-making. We wish for teachers everywhere to seek coherence and connection rather than offer students memorized procedures and short-cutting tricks. Students are capable of rich conceptual understanding; don't rob them of the opportunity to experience the discovery of new concepts.

At Harrisburg Academy, we've found that one of the best ways to build a positive, healthy learning community is to appeal to students' need for involvement, control, and fun. Over the years, we've developed several programs that empower students to make our school an exciting, fun, happening place to be. Here are some examples.

"We want them DRAWING. Why? So they can use all parts of their brain. Using symbols and notes and such can help connect ideas in powerful ways. So, at this point, I take my students on a visual notetaking journey."

We have started something that we can not control.  Students are gradually assuming more responsibility and ownership for what they learn and how they learn it.  This is a good thing, but like splitting an atom inside of a cardboard box, there is no hope of containing its power and potential.  Yet, by and large, we stubbornly cling to a traditional school system, attempting to control student learning in the confines of a specific space, time and method.

While lecturing tends to be the easiest form of instruction, studies show that students absorb the least amount of information that way. Interactive teaching methods are an effective way to connect with a generation of students used to consistent stimulation-and education professor Kevin Yee has some advice for how teachers can make their lessons more interactive.

Inserting longer pauses throughout classroom instruction time can help students and educators open up to greater possibilities.

"Ed History 101"

A strategy to help students reflect on what they have learned and apply it in a new situation.