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Students will be aware of the process in place if they don't respect our class agreement.

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This was something that a professor told our class on the first day. I'll never forget that.

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In order for students to feel more accountable and connected to class policies, we will be collaborating on a list of class expectations, do's and don'ts together at the beginning of the year. This document will be available in the classroom at all times, and all students and parents will receive a copy.

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I'm Miss Burgan and I teach math. I am passionate about constructionist and collaborative learning.

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In my classroom, students will be encouraged and rewarded for any thought or answer they share. The more thought processes, wrong answers, and ideas shared in our classroom means that we can all learn more!

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The image below is a representation of how ideas and information are exchanged in a traditional vs. a collaborative classroom setting. In my class, I want to move away from the one way dissemination of lecture material that is often found in math class, and move more towards a collaborative feel. I will be implementing this through my carefully curated group work and knowledge constructing activities. As mentioned in Kellough & Kellough (108), students will be seated in a way that encourages collaboration, and seated apart for individual activities.

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The following article explains collaboration in teaching in a way I want to incorporate into my classroom. Students will experience this when I set clear expectations and roles in group work, and collect student feedback on group members and tasks. I am hoping to build a classroom community where students feel like they can rely on each other and that their experiences and opinions are valid and heard.

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One way that I think students learn best is by confronting their own misconceptions. Do the math! Come up with examples and show me and yourself why it doesn't work. It sticks a lot better than me just telling them they are wrong.

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This tree represents how, in our class, students will grow their math knowledge from the bottom up. We will establish strong roots, extend our branches into new territory, and keep growing.

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When people think of learning math, they often think of memorization. In my class, we will instead be constructing an understanding of mathematical problem solving. What does this mean? It means we will learn skills, not memorize formulas, and we will make wonderful mistakes that let us learn. More in the article below.

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Along with kindness and personal connections , I believe that in order to learn, students and the teacher need to believe in the students.(Kellough and Kellough (104)) In order to instill in my students a belief that they can succeed and that I believe they can succeed, our classroom will be a space where students can feel supported and comfortable making mistakes, trying new things,  and helping each other out. I plan to make these values clear to students through drafting a class expectations document together at the beginning of the year.

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In my class, I want to find something I have in common with every student! I will be giving them an interests and hobbies survey at the beginning of the year to asses how I can make my class the most interesting and applicable in their lives. And it helps collect data that's fun to use in class!  Example below

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Please answer these questions honestly, so I can learn a bit about you. I strive to tailor instruction to best meet the needs of my students, which is easier to do if I have a sense of your strengths, interests, and preferences about learning.

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In my classroom, all budding mathematicians will be expected to act like adults. I want to be able to treat my mathematicians as adults, this includes things like allowing them to eat and talk to friends in class, not requiring them to ask to go to the restroom, and giving them choices for class activities. Students will start the school year with the expectation that they can enjoy these privileges as long as they do their best to meet the class expectations.