What+Not+To+Do

Post "anything" you would not do here in your class and why

Please, don't give your students 10-15 questions of homework a night. It most likely doesn't help them, half of them (or more) probably won't do it, and taking up all those questions takes a ridiculous amount of time. And if you have a split class, that's even more time you have to spend taking it up. In theory, I had two 40 minute periods to teach math. In reality, I had to use 40 minutes to take up homework and the last 10-15 minutes had to be saved so I could give them //some// class time to do their homework (otherwise it just wouldn't get done by anyone).
 * Taking up Homework for 40 minutes (Steve H)**

For Art they were allowed to choose their seats. Half the class was working quietly, half was rasing hell. This should have been addressed when it started happening. Moreover Doina, it's also important to write the instructions on the board or even photocopy a sheet for everyone so that they can follow along on their own and not ask the teacher if they are on the right track. I learned my lesson when I gave them verbal instructions - verbal instructions only stimulates short-term memory that is lost shortly after it has been mentioned. **(Christe M.)**
 * Out of hand noise (Doina)**

As much as I encourage reading as a group, I think reading the textbook as a class, without a hook/minds on to start with, is boring and unproductive. The majority of the chapter is read by 2-4 students who always raise their hands. The teacher expects them to write notes/definitions that are highlighted in the text, to primarily 'prep for high school'. She does not write the key words on the board, so unfortunately students with IEPs cannot go back later and fill in what they missed. I think it would be beneficial to create groups 3-4 where students read together, perhaps in a spirit read. I could not agree more - I have seen this in action and it appears to be one of the most boring and unproductive strategies ever - Who thought of this one. I guess it is an easy prep! (Robin)
 * Read the science textbook as a class (Rubina)**

In my school, the math department, including an outside "coach", has to develop a Pre- and Post- Test for every unit. For Grade 7 Patterning & Algebra, despite the objections of several teachers, the "coach" insisted that the following question be the **very first problem** on the **Pre-test**: Find the next 4 terms in the following pattern: 3, 4, 6, 10, 18, ... Are you kidding me? These kids have barely even been exposed to patterns, let alone finding the general term. I think any test should allow the students "warm-up" with some easy problems to gain some confidence and momentum. I think that most of us Math-teachable students would take a while to figure out the above pattern. I doubt that very many grade 7 students will solve this problem, even on the Post-test after the unit is complete.
 * You've got to be kidding me! (Steve R) **

How many times do you think you know something really well, only to find out later that you're really not that good at it. Well, my associate teacher offered me to teach the grade 8's a unit on algebra. I used to textbook as guidance to what I should teach them and the first 3 lessons (which spanned a week) went really well. They were learning algebra fluently and I was really proud of them. Then we got to a section on solving algebraic equations. I decided to use the examples in the book and teach them how to solve linear equations. I assumed they've been introduced to it from previous years so I did what I thought would be at their level. It was also the day my faculty advisor came to observe! Worst mistake of my like to assume they knew what they were doing. All the students had confused looks on their faces and started complaining on the only day that my faculty advisor was scheduled to come. Worst day of my life. I learned many lessons from that day, namely (a) expect the unexpected; (b) never assume students know a topic no matter how well they portray the attitude that they do from previous lessons; and (c) always start off each unit as you would start a blank new page - that is, assume nothing and teach from scratch. Also, do not get technical and show them how it's done based on the textbook - (i.e. subtract one from each side). That single fact ruined me that day - become a primitive thinker when it comes to grade eights - think like they think and teach them the most easy way you can. I think it's good to not assuming things about your students. However, your prior knowledge assessment and your consolidations should let you know where you stand with them... and them with the curriculum. You shouldn't have to start each unit as 'a blank new page', and I don't think you should ever be teaching from scratch. Teach from what they know, based on their prior knowledge and your consolidations (not from the attitude they portray). For sure, be able to redouble on misunderstood concepts... but you don't have to be 'primitive'. Grade eights are a lot more mature and intelligent than most teachers give them credit for (in my limited experience) and if you can teach from this standpoint, you'll have a wonderful class! :) (Nathan)
 * Never jump the gun and assume they know something (Christe M.)**


 * Taking Notes from an Overhead (Eddie Gissing)**

Taking notes from the board is horrible enough, but taking notes from an overhead is the absolute worst. What is the point? Is the assumption here that we learn by copying? If this is the case, if I merely copied out entire textbooks then I would be a genius. I don't understand why this strategy is not considered professional misconduct? It is a waste of time, it is boring, and the students learn nothing. Why not discuss what is being "copied" and then photocopy the notes and give it to the students? This way at least the students have actually THOUGHT about it; and they have not wasted their instruction time with mindless copying. My AT didn't like it if I didnt have them write some kind of note. What I usually did was give them all or part of the note as a handout, with some fill in the blanks. It seemed to work pretty well. I definately agree that the important part is the discussion that accompanies the note, although there are some students who do learn by writting. I have known people who if they don't write something, they will not learn it. For most people though, having them write page after page of note it just a complete waste of time. (Greg Leverton)