How do I help students see that by struggling they are learning? That you don't need to know everything. That in the game of life you don't have the answers you'll make lots of mistakes and you will forever have to learn something new. That even when you feel like you've got it, life throws you a curve ball and you've got to regroup and start over. That's what the best mathematicians do. There are seldom easy answers if you are continually choosing to learn or branching out. I used to wonder why weird things always happen to me. My mom made a keen observation that it's because I'm constantly putting myself out there. Whether it be through taking on a new job/role, trying a new workout or speaking up for something that matters to me, I find myself having to clear lots of hurdles. It's tiring, but looking back, I wouldn't have it any other way.
This year I've had a few case managers reach out to me about their students feeling lost or worried about math class. One such email detailed a student feeling like she wasn't doing well and that students around her were working at a faster pace, making her anxious she wasn't getting it. Here's how I ended up responding. (The student's name has been changed.)
Thanks for touching base. A couple things about class. I create teams of students with a variety of levels so there will definitely be a mix at each table/team. Often when all teams are putting their heads together on a single problem it is meant to be difficult for all students and that might be when Jenny really feels like she doesn't get it. It is when they work in partners or solo that Jenny should use as a gage on whether or not she is keeping up in class. Homework is another good gage. I've learned this year that I need to be more explicit about this and have tried to reiterate that when they are working as a team on one problem that they will never see that difficult of a problem on an individual test, but that sort of problem is meant to stretch their abilities and get them talking about their thinking. If Jenny feels better listening versus sharing her thinking, that is ok. The only thing I'd encourage her to do is use the "question of the week" to ask her peers to better explain themselves. Students are asked to use that question two times a week during class. This is an easy in for her to hear more of her peers explain, in effect creating more teachers in the classroom and helping a student like Jenny learn more. It won't seem weird when she asks the question because it is expected of them for credit during the week. (Granted, I am having difficulty getting kids to ask the questions so I am going to create a better incentive to do so this coming week).
Also, I do grade classwork at the end of class based on "completion" I haven't noticed Jenny not being able to finish in time, but if that happens and she was working and it was an ability limitation versus a result of being off task during class, I make my best judgement and still give kids credit. Jenny is rarely off task, but she doesn't often ask me questions when she doesn't get something. So my only advice, if it is time in class that she is worried about to finish something, is to not be afraid to ask me a question. I am constantly circulating during work time so it's not like she needs to ask it in front of the whole class or walk up to my desk.
I hope that helps and I'll be sure to stop by Jenny's desk more often to encourage and steer her in the right direction if she gets stuck.This email and the other conversation with a case manager made me realize the fear some students have about struggling. Struggling is seen as bad. How do we change this tide? I can say: "Confusion is part of learning." I can say: "productive struggle is part of learning" but that doesn't mean the students feel ok struggling. Trauma informed educator training has taught me that some of this might just have to do with their lives outside of school. I, personally, can handle struggle because my life, all in all, is good, stable and not to mention the success I've seen through struggle. Students who have had trauma might shut down when it's difficult. I equate it to being hit where you already have a bruise. It hurts twice as much making you steer clear of that struggle for fear of perpetuating the bruise that already exists. While knowing this might create compassion and empathy, it doesn't help me create a culture of valuing struggle. How do I do that?
For now I'll keep focusing on living the values of struggle = good in class and ensuring they see success through the struggle. Because by finding success through something hard they will be more willing to struggle another day and push through the difficult times to find the success on the other side.
