Making Sense Of Maths

Teacher Mentoring in Classrooms

This was an ASISTM funded visit for a full week in rural Queensland (Injune SS).

In all sessions there was a sharing component, an input time, (which mostly focused on hands-on and practical resources), and time to reflect on what was learned.

This was modelled with the intention of making it common practice in classrooms.

Prep to Year 2 class

These sessions focussed on the number strand, strategies and resources: Time, Money, Basic facts and Direction and movement. The measurement mat offered the chance to expand the directions from forward and backward to include left and right and turns.

Investigations, open ended activities and questioning techniques were discussed and modelled.

Both the classroom teacher and I were amazed at the continued focus of almost all the children on both days with 90 minute sessions.

“It was great working with you. You gave me some great ideas. All the students were engaged during the lessons. Students who are normally quiet contributed a lot during those lessons.”

Year 3/4 class

These sessions mostly focussed on investigations and practical activities in the number and spatial strands, with a variety of strategies and resources. “You are beginning to get me excited about Maths!

Year 5 to 7

class investigated pattern blocks, the number patterns including calendars,fractions, decimals and percentages on a number line, and properties of 2D and 3D shapes. Patterns on a calendar It works on a hundred chart too These students showed particular talent, both in creating and justifying their own patterns, and in their use of mathematical language.

Years 8-10 Class

In one lesson, the properties of quadrilaterals, 2D and 3D shapes, lead into investigating volume and surface area of a variety of boxes. After each group had explored their box, they reported to the whole class, and demonstrated their knowledge by creating similar shapes with the elastics and the measurement mat.

“Your lessons were interesting and insightful to me and I really enjoyed your thinking processes when teaching the topics you did. The hands on activities were very effective with the students and I will be using the processes that I watched.”

“I really enjoyed the hands-on experiences you provided for the students and watching the students’ reactions to the challenges. It was interesting to see that you were able to reach all students with these experiences and they really felt they were achieving something.”

Outcomes

• Teachers saw a variety of ways of operating.
• Students had a chance to relate to a different teacher, different strategies, different resources and questioning.
• All sessions with students and teachers were hands-on, and they all were active and motivated.
• Reflection time was included to reinforce the learning – both with teachers and classes.
• Confidence building was evident with some individual teachers.
• Some games, investigations and open tasks were seen as assessment opportunities.

I was impressed with the professional attitude of the teachers, all focused on doing the best for their students. There was a lot of sharing of good practice in the staffroom, across all levels and incidentally.

All teachers realised they don’t normally do enough hands-on activities, and saw the results of the motivation created by active and relevant physical involvement.

Teachers were given the opportunity to increase their knowledge, experience and familiarity with the intent of the new syllabus. Hopefully this experience will give them confidence to step outside their comfort zone, and to continue to try different strategies.
I was privileged to have the opportunity to work in this way with these dedicated teachers.
I believe that mentoring is the best way to challenge and nurture teachers in their chosen profession.