I have been reflecting on my teaching journey lately.

Year 1: No clue. Survivor mode.

Year 2-6: Thinking I’m getting better and better each year. Still clueless.

Year 7: Blogging begins. My eyes are opened to what’s out there. I start to really examine what I’m teaching and create some more interactive activities.

Year 8: Realize that I was clueless last year. Start acting like my 2 year old. Ask why more times than I can count. Spend countless minutes in dead silence because I’m not going to let a student out of figuring out the answer. Focus totally shifts from getting the answer to a problem to how many questions can I ask and how can we apply this knowledge and making sure every single student is proving proving proving and then saying it just one more time for fun. Hoping that I’m on the right track now and I won’t discover more cluelessness next year. But for now…

I put up a problem yesterday. I’m blogging on my phone with a baby falling asleep in one arm and a 2 year old leaning against my other side, so you don’t get a picture. The problem was from the Smarter Balanced practice problem section for middle school. There is a number line and 4 boxes marking spots on the line. You had to drag 4 problems: -3 1/2 – 3 1/2; -3 1/2 + 3 1/2; -3 1/2 – (-5); and -3 1/2 + (-5) to their spots. And the eyes glazing over starts… Fractions. So I tell them they aren’t allowed to add or subtract any numbers. They were only allowed to look at the numbers and the signs and figure out where the problems could go based on those things. The number 0 was marked on the number line. We talked about zero pairs and how to take care of that one first. Then on to deciding which answer would be positive. Then deciding between the 2 negative answers. Then we discussed how one arrow was pointing to a whole number marker and one was in the middle of the markers and what we could do with that information. And over and over and over we looked at that one problem. I’ve never talked less and had students talk more. (Except on Socratic circle days!) We never actually got to solving the problems, but I think, I hope, they learned so much more!

I read this post today, and think it is so true. I used to hope I would finally create unit/lesson plans that I could use 2 years in a row. And now I hope that never happens because that would mean I am done finding new ways to reach students.