If you’re ready to try something new and planning this summer to make some changes in your classroom or instruction you must listen to this episode about the 3 most common pitfalls of teachers that try something new in math. 

If you’re hoping to get your students problem solving, productively struggling, and discussing their math thinking next school year you gotta listen to these mistakes to avoid. 

We’ll chat about: 

• 3 mistakes to avoid 
• productive struggle, discorse, and differentiation (and it might not be what you expect)
• next steps to support your big, bold moves this summer! 
  

Now what? 

• Sign up for my FREE summer PD Monamath.com/summerpd
• Check out Word Problem Workshop Monamath.com/WPW 
• Join me at College to Career Summit June 27th Details Here 
• Come back Wednesday for a special interview all about Word Problem Workshop! 

Come chat with my on instagram @HelloMonaMath 

If you have a second, could you hit review and leave a few sentences about how the ideas on this podcast have helped you in your classroom? Thanks so much, friend! 

Want to read more about the 3 common pitfalls?

Over the summer as you have more time to think about what is really working in your classroom, pursue your passions, read new books… you might be making big plans to try something new this year.

First I want to encourage you to do that. Push yourself to try something new.
In fact, just yesterday I got a message on IG from a teacher that is ready to try something new next year. She was so open about what her students need and wants to go all in with Word Problem Workshop. LOVE that. Especially because over the summer there is a great amount of time to be able to watch trainings, attend PDs, and really create a solid plan that will work for you and your student next year.

However, I want to go through a few pitfalls I often see teachers make when jumping into a new way of teaching or when they are starting to implement effective teaching practices. 

1. Assume they don’t need to spend time on creating a community or establishing the culture 

-jump right into having students productively struggle without setting it up

-giving tasks to productively struggle with before setting norms and practicing struggle 

-yes practicing struggle. With things like WODB

2. Talking too much. The dominant voice should be your students. Your role in the discussion is to listen and guide, not talk and teach.
   1. But again… this takes time. Start planning your questions (you can start simply with tell us what you did and why you did it.) and start listening! 

3. Jumping in to save students through explaining and showing.
   1. Did you know no child has ever been scared by a minor failure or being off track on a problem. They’ve never been ruined as a mathematician for spending 8 minutes doing something all wrong. 
   2. Your teacher’s heart tells you to guide them through showing them what to do to get on the right track… but that’s not guiding that TELLING THEM. 
   3. You want to help your students that are off track. Ask them, “What did you do? Why?” Get them to explain what they did. Then, ask them “What in the problem told you to do that?” Or ask them, “Why does that work? Can you prove it?” 

Get the student to find the mistake and fix the mistake… that’s more powerful.

You know that. You like to fix your own problems instead of having your partner or boss lean over your shoulder and tell you exactly what to do differently… Am I right? 

Okay, so at this point you’ve either turned off the podcast because you’re sick of me or you’re like hell yeah Mona let’s go I want to do something differently this year.

So if you’re still here… let’s freaking go! 

Your Guide to Engaging Math Discussions