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My shift in thinking is that my teaching math is not about getting through the curriculum, but developing students that are math thinkers, that can problem solve and think about how to approach a problem, rather than just get the answer. My biggest shift in thinking is how to make parts of the curriculum ir into the 8 effective math teaching practices rather than just teach the curriculum and make the 8 effective math teaching practices fit into the curriculum.

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I think my biggest challenge is still around remote teaching. Although, I am getting my head around it slowly but surely, it is so challenging not being right with them to answer questions or discuss their thinking in real time. I think there will be more opportunity for this next year, but will still not be the same. My other challenge is that now I feel I have many thinking opportunities that I want incorporate in my classroom, especially the rich tasks. I am still thinking about how to best allow for this thinking, ESPECIALLY REMOTE!!

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There are several things I am doing well. I have a high level of mathematical discourse in my classroom and opportunities to build fluency from conceptual understanding. I also believe that I have a strong sense of equity in my classroom, many of the equity practices are present in my classroom, of course there is always room for improvement in this area.

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Having to rethink how I am going to be teaching math during remote learning is a challenge that was really focused on during this class. The beginning of the year needs manipulatives and thinking about how that will get into student's hands is something that I have to ponder. Also, I am thinking about what other tasks I might be able to do online that are engaging and would allow students to show what they know. Finally, during my class my students do share their thinking a lot and I am wondering how to not overdo discussions, videos, or one specific method of sharing, but still honoring and valuing that important part of class. (CY)

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My greatest shift in thinking is to really think about designing learning experiences that hit the effective math teaching practices and make that a focus when I am looking at a math unit in Bridges or lessons within a unit. Making sure I am developing and finding tasks that allow for students to problem solve and to be flexible. I also need to make sure I am using the language necessary to help students create their math identities.

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My biggest challenge is finding and creating math tasks to hit all of the effective math teaching practices and remembering to strategically choose student examples to share out so there is an order and specific reasons for the students sharing. In the past I have students share their strategies but I wasn't thoughtful in choosing them in a specific order. Another challenge is finding the balance between the skills my students need and how to incorporate making sure they are efficient and learning these along with providing the tasks that are real world and promote problem solving. How am I going to do this most effectively in remote learning is a big challenge for me.

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I can continue the work I have done with Number Talks and the time I allow in my classroom for collaboration and discourse. The importance of students listening to the thinking of their classmates and multiple entry points for students is necessary.

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My biggest shift is in allowing students to struggle. As a teacher this is hard, and as a kindie teacher it's even harder because I want to nurture that foundation of students seeing themselves as successful. This shift will involved class discussions and modeling how it feels and what it looks like to struggle. We will talk about how mistakes make your brain grow and are to be celebrated. 

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My biggest shift is in allowing students to struggle. As a teacher this is hard, and as a kindie teacher it's even harder because I want to nurture that foundation of students seeing themselves as successful. This shift will involved class discussions and modeling how it feels and what it looks like to struggle. We will talk about how mistakes make your brain grow and are to be celebrated. 

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My biggest challenge will be remote teaching. A majority of the beginning of the year in kindergarten is spent building community, establishing expectations and teaching how we go about school (I know this happens with most grades, but more so in kindergarten). I worried we won't have the opportunity to authentically practice what it is like to learn together.

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My biggest challenge will be remote teaching. A majority of the beginning of the year in kindergarten is spent building community, establishing expectations and teaching how we go about school (I know this happens with most grades, but more so in kindergarten). I worried we won't have the opportunity to authentically practice what it is like to learn together.

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I am doing some things well. I am allowing students time to think on their own, share their thoughts, and providing tasks with multiple entry points. Of course I can always improve in these areas too.

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My biggest challenge will be to help students monitor their own understanding and progress toward the mathematics learning goals. This is something I started to implement last year with learning targets for the students, but I need to find a way to be more efficient and a way to help students from just knowing where they are in the learning process to then taking actions to progress themselves.

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Many of my affirmations came from the discourse learning and discussion. The work I put into authentic meaning academic conversations was validated.

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Many of my affirmations came from the discourse learning and discussion. The work I put into authentic meaning academic conversations was validated.

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My shift will be with allowing more time for students to make connections to which procedures or processes are most effective for different types of problems. Also, it will be taking more time to implement the framework into my lesson planning,

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Shift in thinking about the process classroom teachers have to go through. I love the new standards they way they have been presented. I am looking at them differently and I know my lessons will have to have that purposeful guiding question every time.

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Shift in thinking about the process classroom teachers have to go through. I love the new standards they way they have been presented. I am looking at them differently and I know my lessons will have to have that purposeful guiding question every time.

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Just having the time to process all the classes, how to implement with every child in my mind. I would love time to plan meaningful remote lessons with classroom teachers.

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Just having the time to process all the classes, how to implement with every child in my mind. I would love time to plan meaningful remote lessons with classroom teachers.

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Knowing that my thinking has been on the right track and it's okay to let them discover verses a list of skills they need to concur. 

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Knowing that my thinking has been on the right track and it's okay to let them discover verses a list of skills they need to concur. 

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This dive really helped me to understand the teaching practices in detail and helped me to see that they are all working together in order to teach students and help them think about math topics.  The biggest shift for me will be to plan with these teaching practices in mind so I know how I am growing in regard to these teaching practices.  I think it will make my growth as a teacher less arbitrary.

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Like others, my challenge is the notion of remote teaching. I have continued to plan units as if there isn't remote teaching, then I will tweak activities as necessary for whatever socially distanced situation we find ourselves in throughout the year.

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I can come up with questions to probe students' thinking on the fly, but I can also probably anticipate most of their questions before we even launch into a task. I do a lot of the teaching practices, but they just didn't have specific names, and now they do!

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I feel like while this class affirmed that the way in which I structure my class is one in which students are the ones primarily doing the thinking and reasoning, I feel like the challenge is how to continue my structures and beliefs in a remote learning environment.  When we went into remote learning the 4th quarter of last year, I was not able to stay true to my beliefs as a teacher in terms of the teacher practices that I firmly believe in and that we dissected during this class.  The one difference is that students will have more of a buy in this school year regarding grades, but I continue to struggle wrapping my head around consistently engaging students in a remote setting in the same way that I am able to in person.

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I feel like while this class affirmed that the way in which I structure my class is one in which students are the ones primarily doing the thinking and reasoning, I feel like the challenge is how to continue my structures and beliefs in a remote learning environment.  When we went into remote learning the 4th quarter of last year, I was not able to stay true to my beliefs as a teacher in terms of the teacher practices that I firmly believe in and that we dissected during this class.  The one difference is that students will have more of a buy in this school year regarding grades, but I continue to struggle wrapping my head around consistently engaging students in a remote setting in the same way that I am able to in person.

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Like others have mentioned, I think my biggest challenge will be how to continue to use the information I learned from this course in a remote learning situation.  

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Like others have mentioned, I think my biggest challenge will be how to continue to use the information I learned from this course in a remote learning situation.  

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This class made me look at math discourse even more seriously. This is something that I have just touched in and would like to dive deeper into. The discussions within a class can really have a meaningful impact on student learning.

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This class affirmed to me that good math instruction is not just about covering content, but it is about developing strong math thinkers that can reason and justify their thinking with meaningful and thoughtful discussions.

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I agree with the idea that remote learning can be a huge challenge towards getting students to their maximum learning potential. The classroom is what is best for learning. Remote learning definitely adds challenges towards students reaching grade level standards.

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This course challenged me to explore the math scope and sequence, become more familiar with grade level math standards, and challenge myself to create and implement more problem solving tasks.

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This course challenged me to explore the math scope and sequence, become more familiar with grade level math standards, and challenge myself to create and implement more problem solving tasks.

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This class affirmed that all students can learn with the right approach.  This course taught me how to create open ended math problems, but teach students that they need to preserve and work hard in order to achieve skills and understand concepts.  Students are so quick to give up and quit when something becomes too difficult.

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This class affirmed that all students can learn with the right approach.  This course taught me how to create open ended math problems, but teach students that they need to preserve and work hard in order to achieve skills and understand concepts.  Students are so quick to give up and quit when something becomes too difficult.

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This class made me look at how to add more exploratory and problem solving work into the Big Ideas curriculum and the need to allow students to show their thinking in a variety of ways.  Students need opportunities to discuss and share their work and thinking daily.  This collaboration is so important to make connections and have a deeper understanding of math concepts.

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This class made me look at how to add more exploratory and problem solving work into the Big Ideas curriculum and the need to allow students to show their thinking in a variety of ways.  Students need opportunities to discuss and share their work and thinking daily.  This collaboration is so important to make connections and have a deeper understanding of math concepts.

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I will become a better math teacher who helps my students connect with and understand math on a deeper level. I do not know it all yet, but I will strive to be better for my students.

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I think this course was really great because it introduced me to a lot in regards to how to teach math. My challenge is that it was a lot. I need to take some time once all the tasks and assignments are done and go back and review everything that was presented so that I can internalize it.

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My biggest shift in thinking is that there are so many ways to connect concepts without me pointing them out. My second biggest shift is that if done correctly, I can use things like the diamond to have students make their own connections to other things they've learned in math.

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This course made me examine my own math practices, particularly around how much more often I need to incorporate math tasks that have multiple entry points and multiple answers. We so often try to teach our students how to find the correct single answer in a math problem. This course made me realize the value in open ended tasks that facilitate math discourse and boost confidence in student's view of themselves and mathematicians.

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The largest challenge that I encountered was anticipating how I would incorporate these different tasks in a remote setting or a socially distanced classroom. Many of these tasks would include student discourse between peers and that will be a challenge in either of these settings. I worry that math learning will become very isolated this upcoming school year as students are either learning from home or learning at a distance from eachother.

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This course affirmed for me my ideas around the fact that math is extremely creative and can be very open ended. I have always believed that and tried to convey that to my students, but this course gave me ideas of actual tasks that I can use to SHOW my students how creative, open and related to real life experiences that math can be, particularly for my students of color or female students.

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The 5 promises are so powerful and I would want students to know them/understand them and feel comfortable knowing they would be a part of every math class. I am thinking about how I would include these promises in remote teaching/learning, especially if they are not currently a part of our daily practice and students aren't familiar with them.

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Interacting more with the math teaching practices and seeing how they come to life in various tasks made me feel they were more achievable. It was also helpful to focus on one at a time and set those smaller goals than to tackle it all at once. I look forward to continuing to work and reflect on these teaching practices in my instruction.

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The biggest challenge will be related to remote learning and helping students really feel a part of the classroom, the discussion, and making those connections. In relations to the teaching practices, I want to improve the functionality of the learning targets for students and promoting the reflective piece. Sometimes students are in such a hurry, but I want to emphasize and help them slow down, think deeper, and more conceptually.