But as teachers, especially in the digital age, we can provide support for the poorly organized student. I know some of my colleagues in the teacher’s lounge would argue with me on this point, especially because my poorly organized student is 15. When will she learn responsibility if we keep doing everything for her? they’ll ask.

Here’s my answer: We need to model good organization and coping methods for poor organization. We need to make sure that all students, even the disorganized ones, feel school is a place for them. We need to make sure our message is responsibility, sure, but also support.

Dr. Allen Mendler, in his book More What Do I Do When…Powerful Strategies to Promote Positive Behavior, suggests some ways that teachers can assist the disorganized student.

Offer duplicate materials. If you have a spare textbook, check it out to the disorganized student so she’ll have a textbook at home and in her locker. When she tries to do her assignement at night, she won’t be discouraged because her textbook is in her locker – again.

Post the week’s assignments online and link to handouts. This is a good suggestion, and not just for the disorganized student. Posting notices, assignments, timelines, and handouts online helps students who miss class for a dentist appointment or a track meet. It also helps parents get a handle on exactly what the night’s assignment entails and they can stop by the craft store to pick up glue and felt, instead of racing the clerks to the door at closing time.

Offer praise. When a poorly disorganized student hands in a paper that’s neat and on time, our first reaction might be to think Well, it’s about time she start acting like everyone else. Instead, Mendler recommends that teachers congratulate the student and try to get her to describe what she did to be successful. “The more students attribute success to their own talents and resources,” Mendler writes, “the more likely they are to realize that they already have what it takes to succeed.” Belief is so powerful. It might take a minute of your time to offer this bit of praise, but a student might carry that minute with her for a lifetime.

Reduce an assignment’s length. If you have disorganized student, try putting fewer problems on a page for her, Mendler writes. When she finishes with that page of problems, ask her to turn it in, praise her, and give her another small set. My colleagues in the teachers’ lounge might call this spoon-feeding. Others might call it chunking. As students enter middle or high school, teachers can model how to chunk up homework assignments as a regular part of the class. It’s good teaching for all students, not just the disorganized ones.

Provide class time for organization. Before students leave for their next class, give them a few minutes to make sure they have all their notes in the proper place and have the assignment written down in their planners. Taking a couple of minutes out to make sure everyone is organized shows students that you think organization is important and a skill. Modeling the questions they need to ask  themselves at the end of class helps, too. Ask: Do you know what materials you’ll need to be successful in this assignment? Have you put your notes away in your binder and not inside your book cover? Did you write down the page numbers you’ll need for this assignment? Have you asked all the questions you need answered so you can complete your work?

Of course this isn’t a complete list of supports that you can easily offer the disorganized student. And really, these supports aren’t limited to those who can’t find their notebooks or pencils. Like so many supports for struggling students, it’s just good teaching. ALL students, even your organized, A+ students, can benefit from these suggestions.

My disorganized student is a good kid. She’s a smart kid. But she really loves it when a teacher recognizes that she needs a helping hand and she’s grateful. So am I.

Reference:
Mendler, Allen N. More What Do I Do When…? Powerful Strategies to Promote Positive Behavior. Bloomington, Ind.: Solution Tree Press. 2005. Pages 70 – 71.

What do you do to support the poorly organized student? Do you think that they should be supported or do you think that supporting these students leads to irresponsibility and bad study habits? It’s O.K. to disagree with me – the best conversations come from a healthy debate! Please share your supports or your criticisms in the comments.

Do you have a question for the editor? Would you like to suggest a topic for a post? Are you interested in writing a guest post? Email editor Diane Trim.

Photo credits:
Mess: danabooo
randi locker: miguelb
Beat-up history book: crazytales562 / Chris Chan

Editor’s note:

Dr. Allen Mendler recently visited Inside the School to record some online professional development seminars. During one of his seminars, Mendler said something that I couldn’t help but write down. Mendler said that he witnessed this kind of conversation between a teacher and a challenging student:

TEACHER: I just want to tell you that I’m really glad you’re in my class. I know that it’s not your favorite place to be, but I’m trying hard to make sure that I’m the right teacher for you. I’ve tried many strategies to teach you, but so far they haven’t been working very well. I’ll keep trying more so that you can learn. I want to thank you for being a part of my class. You are making me a better teacher.

Let’s be honest: you are making me a better teacher isn’t what I would say when talking to a challenging student.

But it should be, because it’s true.

This week we celebrate Thanksgiving in the U.S. and I’d like to share with you a list of challenging students who taught me a lot. I truly am a better teacher for having them in class.

Luke A. and Ian P.: Thank you for teaching me that I need to be very calm with some students. Keeping my voice steady and low when you push my buttons helps to prevent the situation from escalating.

Brandon M.: There are no throw away students. You scared the heck out of me with your toughness, ankle bracelet, and parole officer. I’m so sorry I let you down, but it never happened again and I thank you for that.

Danny T.: You taught me the importance of connecting with students. I wish I had done a better job of that with your friend Chad. I admire the way you kept his memory alive and I will always remember to allow students to grieve.

Chris and Joel: I let your antics control my class. You taught me how to deal with students who take over. It was a valuable classroom management lesson and I’ve never forgotten it and am better for it.

Jeremy S.: Remember that discussion we had about how you couldn’t find the value in writing poetry? Thank you for making me reach beyond because it’s in the state standards, that’s why. You taught me to make my content relevant.

Janna M.: I’m so embarrassed that I messed up your progress report, but I’m very glad that it was with you and early on in my teaching career. You were kind about it and you taught me how very important good record keeping is. Thank you.

Alicia, Monique, and Lisa: You know that chip on your shoulder? I’m so glad I ignored it and I’m so glad we’re still in touch. I’m very proud of all three of you.

Aaron: When you jumped out my second-story window, I didn’t know what to do. You taught me to stop focusing on myself and how freaked out I was and start writing get well soon cards instead. I am a better person for it. Thank you.

Sean D.: I’ll never forget how you took pity on me in summer school and arranged my seating chart for me. You’re a genius with people and you taught me that students make the best seating charts. Thank you.

Jonah R.: Our time together wasn’t easy, Jonah. What I regret most is that I really liked you, but we didn’t connect. You were a funny kid. I’m also grateful that you taught me in the first six weeks of my teaching career to document student behavior. It’s one of the most useful things I’ve ever learned as a teacher.

Shanna, Shalanna, Shatana, and Shamika: You taught me the importance of remembering student names and getting them right.

Adam P.: You hung out in my room nearly every day after school. I’m still not excited about the choices you made outside of my classroom, but I’m very glad that you taught me that everyone needs a sanctuary. I take it as a compliment that you felt my room was safe enough to be your refuge.

JoAnna: We went through fire together and survived. I’m so glad that I advocated for you and your right to free speech and I’m very proud of your journalism award. You have really made something of your life and I’m proud that we’re friends.

Kurt: I tried everything to get you to put pen to paper. Who knew it would be poetry that did the trick? You taught me that a small amount of success can really help a student turn a corner. Thank you.

Elliot: You funny, goofy kid. You taught me to lighten up. Thanks.

Seventh period English, 1995: Man, you guys were outta control. I had to learn classroom management pretty quickly, thanks to you. I know that one of the most valuable lessons in teaching I learned from you: if you can’t control them, at least you can plan to outwit them. You were a mental challenge for me and I’m proud to say that I figured out what to do. We even ended up having a pretty good year, didn’t we? Thanks.

Kevin P.: You taught me that the football coach can be my dearest friend. Sorry about all the laps, kiddo, but you were pretty fit from all the running, right?

Brian S.: We had a rocky start, but I think that positive note home really helped us connect. I know you were surprised when your mom read the good things you’d been doing in class instead of the disruptive things you’d been doing. I don’t know who was prouder of your second semester grade: you, me, or your mom. Thanks for teaching me the importance of positive parent contact. It’s an amazingly powerful tool and I owe my extensive use of it to you.

Jason S.: You’re my unexpected writer. We had a great personal connection and I really think that’s why you performed so well in my classes. Thank you for teaching me how important that personal connection can be. Now, quit sending me Farmville updates. I don’t know where your cow is.

Dustin: I’m not really sure where you were most of your second semester of senior English, but I really missed you. I’m glad I took the extra time to make sure that you learned the material and graduated from high school. I’m even more pleased that you’ve become a success later in life. Thank you for teaching me that two weeks of my time can make a huge difference for years down the road.

Catty yearbook staff: Life hadn’t prepared me for the back-biting and gossip among you girls. You challenged me to figure out how to meet deadlines while trying to keep you from doing one another in. Thank you for that skill and for the great yearbook we put out.

Jacob: You taught me so much about ADHD. I’m really glad that I could support you on your journey.

Noah: I didn’t see much progress from you in high school, but that didn’t mean I gave up on you. When I saw you at the grocery store this year I was really happy to see how far you’d come. Thank you for showing me that kids might hear a message even if they appear to be completely ignoring the messenger for four years.

Lindsay: You taught me to treat teen likes, dislikes, fashion, and music with the respect I would give a foreign culture. I regret my remarks about Good Charlotte.

The Advocate Staff: I taught you about free speech and you ran with it. As you know, with great power comes great responsibility and you shouldered that responsibility so well. I was afraid to let you make those tough editorial decisions, but you stunned me with your thoughtfulness and maturity every time. You taught me that giving kids control and power isn’t as risky as I’d thought.

Sam: You didn’t like me much that first month of your sophomore year. I asked you to be my accomplice with an activity for the class, though, and you rose to the occasion in a magnificent way. From that point on, I was really glad to have you on my side. You taught me to empower kids who might be surly or aggressive. Thank you.

Chris L: For nearly a year, every time you spoke it was to say something funny or to derail class. Imagine my delight in May when you volunteered an answer that was so deep, so thoughtful, that it nearly knocked me off my heels. I remember the whole class looking at you in amazement. After that, I never dismissed a student as just a class clown. I always dug deeper because I wanted to be pleasantly surprised again.

I’ve left out many challenging students from this list: D.J., David, Ashley, Joe M., Ryan P., and Tony, just to name a few. But I am grateful for the difficulties we had together and the lessons I learned from those students. The lessons those students taught me have made me into a more effective teacher. I am grateful.

I’m sure you have students who’ve made you a better teacher. Give them a shout out (no last names, please) in the comments and share the lesson you’ve learned. Are you thankful for the students and their behavior, or is it too soon?

Do you have a question for the editor? Do you have a suggestion about a blog post you’d like to read? Would you like to submit a guest post? Please e-mail me: Diane Trim, editor.

Photo credits:
Photo of the Week – Wild Turkey at Wallkill National Wildlife Refuge: U. S. Fish and Wildlife Service – Northeast Region on Flickr.com Creative Commons
Wild Turkey in display: Alan Vernon on Flickr.com Creative Commons
Meleagrus gallopavo, Wild Turkey: Tie Guy II / Bob Gutowski on Flickr.com Creative Commons
turkey [caution sign]: Slideshow Bruce / Bruce Fingerhood on Flickr.com Creative Commons
Thanksgiving Turkey: tuchodi / Gerry on Flickr.com Creative Commons
turkey sandwich (with notes) from Thanksgiving leftovers: kthread / Kristen Taylor on Flickr.com Creative Commons

Camp 1: Homework is for home. When our high school moved to the block schedule, my colleagues grumbled about the lost instructional time. Even though the classes were longer, the actual minutes for instruction decreased by two weeks. Teachers who taught three novels each semester found themselves choosing between the Odyssey and Animal Farm. Instead of spending three weeks on Shakespeare, they crammed five acts into two weeks. Teachers were concerned about how reducing the curriculum would affect students’ test scores. After all, the tests’ scope hadn’t decreased just because the high school’s bell schedule changed.

The longer block schedule classes are deceiving. Each block seems long and gives a teacher the impression that he can fit in more material, but the reality is that he has fewer blocks overall. Teachers didn’t want to waste a minute of precious instructional time on homework. After all, the point of homework was for students to carry the learning home. Instead of completing assignments in class, teachers used the time for discussion, group activities, or lecture. It’s a smart decision in the name of keeping the curriculum intact and making sure that the students were as well educated as previous classes.

I joined this camp initially because I wanted to preserve the curriculum and use the extended block time to explore how John Steinbeck never wrote a description or a setting without loading it with meaning, how a poem’s structure can enhance its themes, and how a literary motif can be an archetype. Let’s face it: this was my idea of fun. Students completing homework in class? Not nearly as fun for me. Homework in class also didn’t further my curriculum goals.

Camp 2: Begin homework in class. Another option for coping with less class time is to pare down the curriculum to match. Although it’s tough to cut Homer’s classic epic, students can read excerpts from the Odyssey instead of reading it cover-to-cover. No one wants to have to choose between The Bluest Eye and Black Boy, but we want to make room for The House on Mango Street.

Students in my classes led busy lives outside of school. They played ball, they ran track, they held jobs, and they paid their own car insurance. Did they remember to take A Raisin in the Sun with them on the bus ride to the basketball game Tuesday night? Could they create a first draft of their essay about overcoming obstacles while making sandwiches at the sub shop? When they sat at their kitchen tables with the rubric in front of them, would they remember the discussion we’d had in class about thesis statements?

I switched from my homework at home model to beginning homework in class because I found that my students completed more assignments and did better on them when I gave them some class time to work. Was I happy to shorten my beautiful lecture series on Shakespeare’s life, the sources for Romeo and Juliet, and the Elizabethan mindset so my students could begin reading Act I? Not really. It’s a very, very interesting lecture. However, when I left out the bits about Shakespeare’s will and his estranged wife and children and gave the students time to read with a partner instead, they actually read the assignment instead of mumbling some excuse about working at the fast food restaurant.

I circulated among the students and helped them with discovering the meaning of the text. They left class with a better understanding of the play and the next day our discussion was informed instead of awkward.

The bottom line. I became a Camp 2 Begin Homework in Class convert and used class time for my students to begin their homework. I didn’t use my whole class as a study hall, but I gave the kids enough time to get a solid start on their assignments. I saw daily grades go up and improved participation in class.

That’s not to say that teachers who are solid Camp 1 Homework is for Home people are terrible educators because they don’t give students time in class to work. These teachers care deeply for their students and want to expose them to as much of the curriculum as possible.

Still other teachers are in Camp 3 No Homework at All. I’ve not spent any time in this camp, but I understand that these teachers want their students to be successful without the homework component. Maybe their students don’t have time for homework or don’t live in an environment where they can study on a regular basis.  Camp 3 No Homework at All is a tough camp to be in because the teacher must make sure the students learn everything between the bells, which means a high degree of efficiency and organization.

Which homework camp are you in? Why have you chosen that camp? How do you encourage your students to complete homework? Do you grade homework with a completion grade or do you grade every question? Please share your experiences in the comments.

Photo credits:
M does homework in the april sun: Jolante / Jolante van Hemert on Flickr.com Creative Commons
computer lab [two teen boys]: English 106 on Flickr.com Creative Commons
Hard Studies: PhotoDu.de / Thomas Anderson on Flickr.com Creative Commons
Homework [boy in blue shirt]: johnb2008 / John Bolland on Flickr.com Creative Commons

We still had trouble when it came to Alicia turning in assignments. She wasn’t a fan of the day-to-day reading and writing expectations I had for my sophomore English students. She had no interest in reading nonfiction and less interest in creating plot diagrams.

Alicia’s home life was not easy. The youngest child of three kids, Alicia was left at home to raise herself and her infant nephew. Mom worked two jobs and Dad had moved out years ago. I suspect that an older sibling and possibly Mom had substance abuse problems. Making ends meet and feeding the family and the grandchild were bigger worries for Mom than Alicia’s grammar and usage corrections. Whether or not Alica did her homework or even came to school didn’t really matter much in that household.

So, what do you do when a student like Alicia isn’t turning in homework? Sure, you can give the kid a zero on the assignment. You can call home, too. But neither of these strategies would work with Alicia. I didn’t want her to fail and reinforce the idea that school was not a place for her. I wanted very much for her to succeed and to realize what a talented kid she was.

Here’s what I did:

1. No busy work. I want Alicia to understand that every assignment I give makes her a better reader or writer. All homework is important and not just time-fillers.
2. No time sinks. If I can have students meet the objectives in 10 questions rather than 20, I’ll assign 10. Alicia is more likely to complete the shorter assignment.
3. Begin in class. Even if you have only five minutes to give students to work on the assignment, do it. Build up that momentum and get questions out of the way. Alicia is more likely to complete an assignment that doesn’t confuse her.
4. Stop by. Walk around the class and observe students working. If a student seems stuck, visit them and clear up confusion. Stop by Alicia’s desk and make sure she’s on track. Touching base with her shows that you care about her progress, even if no one else does.
5. Follow up. When I saw Alicia in the hall, I’d make a point of asking her if she made any progress and whether or not she packed the homework in her bag. Again, I cared about Alicia and her homework.
6. Extend an invitation. I always kept office hours. I’d be available before school on Mondays and Wednesdays and after school on Tuesdays or Thursdays. If Alicia didn’t finish her homework, I wouldn’t assume that she was lazy or stupid. I would assume that her home life got in the way or that she was confused. Extending an invitation to visit me and work side-by-side to finish the assignment was a great way to make a personal connection, grade the work in front of her, and enter a score in the grade book.
7. Make a lunch date. Sometimes Alicia couldn’t stay after school or come early. Let’s have lunch, Alicia. If she stood me up too many times, I’d bring my tray out to her table. As much as she sort of liked me, she really didn’t want me eating lunch next to her. You can bet she didn’t stand me up for a homework lunch date too many times.
8. Call home. Of all the things that won’t do any good, calling Mom is one of the best, especially if she knows that you’ve been working hard to see Alicia succeed. If you’re the one teacher who has made a huge effort to nurture Alicia’s love of poetry and build her self-esteem, Mom’s pretty likely to listen to you. She might not do much, but at least you can mention to Alicia that you talked to Mom. Again, it shows Alicia how important you think homework is.
9. Talk to the coach. I learned early in my teaching career that talking to the coach is nearly as powerful as talking to a parent. Making sure other caring adults know about a student’s homework situation can benefit the student. Sure, the kid might have to run an extra lap or two, but the student knows you care enough to come out to the soccer field after school and follow up with the coach. It’s pretty powerful. Alicia wasn’t in sports, but she did like chorus. The chorus teacher was terrific about talking to Alicia about her homework and even sending her to me to complete a missing quiz.
10. Take an interest in the student. Sometimes kids won’t complete work in a class because they think that the teacher doesn’t really care. Find out what the student is good at, especially outside of class. Talk to her about how she babysits for her nephew and encourage her to bring in photos of him. Ask her about her favorite place to write poetry. Bring in contest entry forms for her to complete and send off her poetry. Begin the discussion about college. Students who know that you care about them as people are more likely to work in your class because they admire you and like how they feel about themselves when they’re around you.

Were these magic cures for Alicia’s homework issues in my class? Nope. It was a struggle for both of us to make sure that she turned in her work. It wasn’t a power struggle, though.  I did spend extra time on Alicia and other students like her, but I think that I benefitted, too. Alicia didn’t give me a hard time in class. I didn’t spend time disciplining her and writing referrals. Instead, I spent my time teaching, which is the whole point.

How do you handle students who don’t turn in their homework? Do you call home? Do you give zeros? Do you extend deadlines? Do you hound them in the hallways? Please share what works for you.

Photo credits:
homework: bjortklingd on Flickr.com Creative Commons
5/365: anna gutermuth on Flickr.com Creative Commons
Finals: outcast104 on Flickr.com Creative Commons
Unsure: dylancantwell / Dylan Cantwell on Flickr.com Creative Commons 

Extending classroom learning outside the school walls is a great idea; it reinforces objectives and makes for better classroom discussions. But the same ol’ read-and-respond assignments get dull. It’s good for everyone to mix up the assessments. It’s great to appeal to students’ learning styles. After all, the brain loves novelty.

1. Treasure hunt. After reading the chapter, find three small objects from home that a person in the chapter would have found useful. Bring the objects to class and be prepared to explain your reasoning.
2. List five things/diagram. After reading the chapter, list five things you’ve learned. Create a diagram that represents these five things in a graphic manner.
3. Haiku. The three-line unrhymed Japanese poem has a simple structure: five syllables, seven syllables, five syllables. The poem should have a sensory word and some contain a comparison. Instead of a chapter summary, ask students to create a haiku for the chapter.
4. Real-world example. If you’re teaching the sine wave, ask students to bring in examples of the sine wave in action (photos from magazines or newspapers are fine). If you’re teaching about adverbs, ask students to bring in a newspaper article with 10 adverbs circled.
5. Write a Tweet. Twitter messages are 140 characters in length. After reading the chapter, ask students for a humorous tweet from the main character or person. For examples of this kind of tweet, visit Historical Tweets.
6. List five things/pantomime. After reading the chapter, list five things you’ve learned. Develop a short pantomime for each of the five things. Be prepared to show the class one of your five things while the rest of us guess which concept you’re acting out.
7. Sell something. After reading the chapter, find an object from your house to “sell.” The item should be perfect for one of the people in the reading or solve a problem that the reading presents. Be prepared to present a 30-second commercial for your object and explain why this is a must-have item.
8. Write a theme song. After reading the chapter, write a short theme song for the main idea, problem, or person in the chapter. Using an existing song is O.K., as long as it fits with the reading. Students can sing, speak, or play their songs for the class.
9. Ask an adult. After the reading the chapter, talk about the material with an adult. What did the adult think of the chapter? What use did the adult have for the material?
10. What if? After reading the chapter, answer one of the following questions (4-5 sentences). What if the time were different? What if the people had more/less money or resources? What if the result were different?

I’m sure that you have many alternative assessments that you give your students instead of the read-and-respond homework assignments. What do you do to vary the homework that you assign?

Mime: On and off due to heavy workload Lighthelper / Darren felon on Flickr.com Creative Commons

Plus, if a parent wanted to know her kid’s grades or missing work, she could just e-mail me and I’d send a grade print-out home with Zach or Trish.

I’m on the other side of the fence now as a parent of a middle school student. I love access to online student records. Online grades and missing work, combined with homework assignments posted online with printable copies, makes my life as a parent so much easier.

I realize now that with the old e-mail-the-teacher system, parents were less likely to ask for a grade report. They don’t want to appear to be hovering around their student. They don’t want to bother the teacher. They don’t want to take the time to write the e-mail only for the student to forget the printout in her locker.

When I monitor my daughter’s grades online, I feel like I’m a participant in her education. I can pull up her progress on my laptop and we can discuss what happened with that last algebra test. We can have a talk about where the missing vocabulary assignment might be and what she should use for her nature sketch in art.

When teachers post the homework assignments weekly along with printable assignments, the system is even better. If my daughter and I find a missing assignment I can click a few more times and print out another one. If she loses the homework, forgets it, or is absent, she can finish her work and catch up to the rest of the class.

“Are you done with your homework?” has now become “Please show me your world culture project. I’ve printed the rubric, so let’s evaluate your work.”

My teen’s response is still much the same, “Mom. Mom. Mo-oooom. Trust me, it’s done.”

She’s probably right; I’m sure she’s finished the project. But with these online tools, I can have those valuable conversations that show her I care about her academic progress. The most important teachers are a student’s parents. With online student records and assignments, I can impress upon my daughter how important her school work is and reinforce classroom learning at the kitchen table.

As a math teacher, I have struggled with what to do with homework. Homework is a conduit of communication between the students and the teacher. If a student knows the material and can show competency without homework, what is the use of the homework? Should every student have to complete the same amount of work for mastery? I guess we should break down homework types in mathematics. The most popular homework is rote practice. A student is given a list of problems broken up into multiple levels of difficulty, which allow for practice and mastery. A second type of homework is the story problem, which is a train wreck according to students everywhere. A third type of homework is experimentation and discovery.

Rote practice. Rote practice has become the four-letter-word of mathematics, yet remains one of the most common classroom assignments. It is frowned upon because rote practice doesn’t show how the mathematics is applied and used outside of the math class. Being able to add a list of fractions together is a great test of patience and determination, but will it translate to the kitchen when the student bakes a double batch of cookies, or worse, a half recipe?

Although many teachers frown on working on a list of problems, there is some validity to providing direct instruction practice so that when the student understands the application, the mathematics doesn’t stand in the way of finding an answer. With a list of pure mathematics to which the student has the answers, it is incredibly important to check for more than completion. If a student works all of the problems and gets full credit for completing the homework, but all of the work is wrong, what has she learned? When the student takes a quiz or test and does the same process as in the homework, and has the wrong answer, is it really the fault of the student? Was there a point in doing the homework? If the homework isn’t a vehicle of communication between the teacher and the student, then no, there wasn’t a point.

Story problems. Story problems are a double-edged sword. Some problems that are written are pure gold. They show a valid application of the mathematics in a way a student may need to use in real life. For instance, given a recipe that serves eight with lots of different fractions, translate the amounts for 16 people or four people. A more challenging problem may be 12 people, but that makes the problem much less realistic. A train traveling at any speed is good for a quick warm up in class, but as homework the topic has too much of a stigma. I’ve had many students freeze up for no other reason but the word train appears in the problem. Once you get up to trigonometry, train problems are back on the table.

When creating story problems, less is more. Given a homework assignment with over five story problems, the students who need the practice will freeze up and be overwhelmed. The students who understand the math will either do the problems because they enjoy the math, or skip the homework because they understand the math, and don’t like “English.”

Creating a few story problems that get to the heart of the material is the best way to engage students in applying the math. At the beginning include several steps to help the students investigate the question. What information is pertinent? What is extraneous? What formula should we use? What concrete information are we given? What unknown are we looking to find? If this is started early on in the year and continued throughout the year, by the end the students should feel more comfortable with story problems and know how to solve them. Even if you teach the same students two year in a row, starting off simple and leading students through the problem solving will always benefit the learners.

Experimentation and discovery. New textbooks often start with experimentation and discovery, and, to me, that is a big problem. Students need to have basics to fall back to before they can discover a higher level concept. That said, if students can play with the math in with experimentation, they are much more likely to remember the topic later. They have invested time into the problem and are committed to the solution. A good extension to this is a project that brings life to the math and allows students to show their individuality and creativity.

Bringing it all together. Let’s see how all of this can be used together. I teach a class that has a unit on linear equations at the start of second semester. I want to make sure that once we get there, lines are the only challenge. (For more information about this activity, see next Friday’s post, which will provide teaching tips and a printable handout.) I try to use a form of sustained learning that focuses on the material throughout the year. Starting in the first quarter, I will hand out a packet with 10 to 15 problems that hyper-focus on a mathematical topic. I usually start with one-step algebraic manipulation. I demonstrate exactly how I expect the students to solve the problems from method of solution to checking the work. When the student hands in the packet, she either gets full credit or I hand the packet back to her for corrections. No score is recorded until the packet is perfect.

I move from one-step equations with addition and subtraction to one-step with multiplication and division. Before moving to two-step equations, I might add a packet combining all forms of one-step problems. After I moved through several layers of algebraic manipulation, I’ll move to formulas and their manipulation. Eventually I will have a packet on the formula for slope. I will have a packet on substituting into equations, and have a packet on point-slop form of a line. Then I’ll combine the two topics and have students take the point-slope form and solve for y. Throughout all of these packets I present the information and math basics, without saying anything about linear equations or algebraic manipulation.

When I get into the unit on linear equations, I can have application and story problems to figure out the equation, either directly or with scatter plots. I end the unit with a project. I ask the students to create a picture of a face using straight lines. If the class is upper level, I may include parabolas, hyperbolas and circles. Despite the number of lines they use for the creativity level of the project, I only grade 20 lines. Of that 20, only five can be vertical or horizontal lines. This allows for creativity, but doesn’t demand a huge amount of grading. I also give them a sheet that asks for endpoints, slope, point-slope and slop intercept form of each line. This really helps in grading and following their work.

Homework is for practice and communication. The point of homework is to give students a chance to practice on their own and communicate to the teacher what they do and do not know. If the theme of practice is rote, which has four letters is not a four-letter word; it is of immense importance that the teacher reviews the work and comments. Story problems are great for applying the math. It really highlights that math is just a tool, not an insurmountable obstacle. With story problems it is important to go over the work in some manner, be it by grading or just reviewing with the class. There are often several ways to approach a story problem so a class discussion becomes a learning moment where students can teach each other on how they approached the work. Experimentation and discovery is great, especially in a project. In this type of homework it is possible that a great amount of work has gone into it. Grading is important, but the real nit picky math check should be saved for the rote homework.

Huckleberry Rahr taught high school mathematics for nine years throughout the Midwest and one year in Papua New Guinea. During that time, Rahr earned a Masters of Education from Cardinal Stritch University. She spent two years working in the private sector before returning to education as a part-time instructor for ITT Technical Institute in Madison, Wis. Rahr is a member of Inside the School’s editorial board.

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