Breaking News: High School Is Not Supposed to be Boring

       Too many parents have this idea that says, "If it was good enough when I was in high school, than it's good enough for my kids."  Of course, they hated it when they were in high school.  But for some reason, they are "OK" with the same boring classes and senseless assignments for their own children.

       I'm talking about high school classes with:

• students sitting in rows
• teacher always standing in the front of the room
• worksheets, worksheets, worksheets
• very little (or none) students discussing, asking questions, or working together
• homework on stuff they already know how to do
• no use of educational technology

       I've seen high school classrooms with multiple students who have their heads on their desks and the teacher seems to be "OK" with this.  Too many classes in which the teacher asks the class something like, "Do you understand?" and one student says "Yes" and the teacher assumes that everyone in the class understands.  And the students know that this is going to happen and they don't want to say out loud that they don't get it.  I've actually heard parents say to their children, "School is supposed to be boring.  That's just the way it is."  They believe this and (now) their children believe this.

       I've got breaking news for all of the parents and students who believe that school is supposed to be boring.

It does not have to be this way.

       Think about your favorite teacher in high school.  Or think about your child's favorite teacher in high school.  What makes this teacher so special?  Why does this teacher stand out among all of the high school teachers you've ever had?  Was he or she boring?  Do they appear to not care if you passed or failed?  Of course not.  We've got lots of high school teachers who work hard every day to engage their students in the learning.  They believe that it is their responsibility to ensure that all students are learning; and they understand that students cannot learn solely by sitting and listening.  

       Learning requires doing, talking, listening, questioning, arguing (at times), trying and failing and trying again.  Students need to get out of their seats during class from time to time (or everyday)--especially in high school classes that last 80 or 90 minutes.  High school students should work in small groups without the teacher for part of the class.  They do it in elementary school and middle school; so they can do it in high school too.  We have teachers who understand this very well and they establish a true learning environment in their classrooms.  Students know that these teachers really care about their learning and they make an effort to encourage the learning everyday.

       High school isn't supposed to be boring.  Learning rarely happens in the context of "boring".  Compliance may happen; memorization may happen; even decent grades may happen.  But learning won't happen.  And if learning isn't happening, then what's the point of school?

A Tale of Two Classrooms -- Solve Problems

This is the seventh in a ten-part series based on the poster: A Tale of Two Classrooms.

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Solve Problems

       School used to be:

• Read the book
• Memorize the facts
• Recite what you've memorized

over and over and over again.  

       What are the capitals of the states in the United States?

       What year did World War 1 begin?

       What is the formula for finding the area of a triangle?

       Today's learners need so much more than mere memorization skills.  They need to know how to use these facts to make predictions, to see connections, and to find solutions.  The classrooms we need today require students to think and reason and discuss and hypothesize.  We need students who can be presented with a problem and know the tools they need to address the issues involved in the problem; and to find a way to solve the problem.

       Problem solving prepares students for the real world they will encounter beyond high school; be it college or career or relationships or buying a car or choosing a route to a destination.  We need problem solvers.  And the classroom is the ideal place to practice problem solving skills.  It isn't enough to have students who are only good at memorizing procedures or memorizes mere facts.  Anyone can find facts with the click of a mouse today.  Schools have to push students to do more.

       As with any other skill, problem solving takes practice.  Students need to hear from other students in addition to hearing from a teacher.  They need to be presented with problems that are (perhaps) a little bit beyond their reach, yet close enough to their abilities so that they can have ideas on where to begin.  Classroom need to have an atmosphere that respects effort and ideas so that students are free to offer their suggestions.  And we need to understand that problem solving is a slow process.  The quickest answer isn't always the correct answer.  Taking time to think is important.

       We need more and better problem solvers.

Is Your Child Advanced in Mathematics?

       It seems that, more than in other subjects, the placement of students in advanced mathematics is often a contentious issue. Elementary schools have different policies about placing students in classes that teach math at grade levels that are above the student's current grade.  Middle schools often offer high school mathematics classes, but some stop at Algebra 1 and some go beyond Algebra 1.

       The ability of a school or school system to determine a student's math ability (or "advanced" math ability) can be hard to do with great accuracy--especially when we are trying to make this determination with eight and nine year old children.  It's not enough that they are getting good grades in their math work; math is more than mere calculation.  And higher-level math is all about reasoning and thinking and understanding.  The kid that is good at memorizing, isn't always good at (say) the abstraction that comes with manipulating variables and graphing a line.

      Yet, I think that (too often) we get a false impression of a student's math abilities from merely looking at their elementary grades on the report card.  Sometime students are placed in advanced classes and at some point in middle school they start to struggle because they were pushed to learn higher and higher levels of math too fast.  On the other hand, there are certainly students who are highly able in mathematics and they should be encouraged to take more challenging classes that are commensurate with their abilities. So goes the dilemma of trying to identify the truly highly-able students from those that only appear to be highly-able.

       One method that helps is using multiple data points.  When students breeze through their multiplication tables and get "A's" on their report cards, but do poorly on standardize tests or on unit tests, this should be a cause for concern.  Maybe this student is good at memorizing facts and procedures and not good at understanding concepts.  This student is successful at procedural assignments (such as long division with whole numbers), but may struggle with more abstract assignments (such as a math task with multiple answers).

       Of course, we know that it is OK for students to struggle as they learn new concepts (see previous blog post), but many students view this struggle as a sign that they aren't good at math; or a sign that the teacher is doing something wrong.  We don't want students to struggle because they have been inappropriately placed.  Truly able students (and Growth Mindset students) don't mind the struggle because they enjoy the journey toward learning.  Also they understand that it is OK if they don't get it the first time.  Continual effort will eventually pay off.  Students who never tried hard to do well in math and then are placed in an advanced math class and then are upset when they don't get it the first time...these may be the students that we are pushing too quickly.

       Is your child advanced in mathematics?  How do you know?

Are Your Students Obsessed with Grades?

       Here's a quick checklist to see if your students are obsessed with grades:

1. They are constantly asking, "Is this going to be graded?"
2. They refuse to do anything if it is not being graded.
3. They ask for "extra credit" or make-up work at the end of the marking term to raise their grade to the next letter grade.
4. They only see the grade at the top of their returned work and ignore the helpful comments that the teacher has written.
5. They try to memorize the information they need to know for tests.
6. They follow procedures in mathematics for unknown reasons just to get the right answer.

       In short, students who are obsessed with grades are just "going through the motions" at school; they do what they're told, but they learn very little.  And when they take a test that can't be beat by memorizing (like a final exam) they show their true ability or lack thereof.  The challenge for these students is to do as little as possible to earn the grade they want.

THIS IS NOT THE WAY SCHOOL IS SUPPOSED TO WORK.

       School is supposed to be all about learning.  If students aren't learning, than we are wasting their time.  And if we are (somehow) justifying how these grades-obsessed students are getting A's and B's, then we are giving them (and their parents) a false sense of accomplishment.  Eventually someone will tell these students the truth about their academic abilities, and it would be a shame if they are in college (and paying for college) when they are hit with this truth-bomb.

       Teachers can help their students to de-emphasize grades by praising them for their thinking and reasoning.  They can emphasize learning by asking students to explain how they got the right answer instead of just accepting the right answer and moving on.  Formative assessments that require thinking and reasoning and justifying instead of just repeating information tell students that memorizing isn't good enough.

       We have to help students to be less obsessed about grades.

We Should Value Good Thinking More Than We Value Good Memorizing

       Stanford professor, Dr. Jo Boaler, recently published an article titled, "Memorizers are the lowest achievers...".  In it she makes the point that some students are really good at memorizing math facts and memorizing math procedures, but (sometimes) these same students are very poor at understanding the concepts connected to these math procedures.  To those who believe that "mathematics" is nothing more than adding and multiplying, it may seem odd that we (educators) view this issue of memorizing as a bad thing.  It may also seem untrue that these memorizers are low achievers.

       Dr. Boaler goes on say that here in the United States, we (often times) reward students for being good at memorizing math facts, but offer very few compliments and rewards for being good thinkers and reasoners.  She says that, "We need students who can ask good questions, map out pathways, reason about complex solutions, set up models, and communicate in different forms."  These are the skills that help students to be good and successful learners, as well as helping them to understand the abstract, higher-math skills taught in upper Algebra classes and Calculus.

       The same thinking that favors memorization (often) also believes that students who are able to come up with answers quickly must be smarter than those who are slower to answer questions.  This, too, is not true but (sadly) is often the message that is given to students in school.  Former NCTM (National Council of Teachers of Mathematics) President, Cathy Seeley, wrote a great book titled, Faster Is Not Smarter.  In this book, Ms. Seeley stresses the importance of teaching mathematics for understanding and not just for "getting the right answer".

       High school mathematics teachers will tell you that it is a common situation to have students in (say) an Algebra 2 class or a Pre-Calculus class that were consider great "math students" in elementary and (maybe) in middle school, but then suddenly began to struggle in mathematics in high school because they never really "learned" and understood the mathematics; instead, they just did their best to memorize facts and procedures.  This sort of "learning" is not permanent.  The basic skills of (say) operations with fractions and integers (positive and negative numbers) are quickly forgotten because they were never really learned in the first place.

       But this situation can be changed.  For some it is a huge change from the way we were taught and from the trainers we received as teachers.  For others, it is a very welcome change to the way mathematics teaching needs to be.

       It isn't about grades.  It's about learning.  We need to have a good balance between procedural knowledge and conceptual knowledge.  If we intend to truly prepare our students the best we can for their futures, we need to equip them with the tools to success.  It isn't fair to give students (and their parents) the false impression that they are highly-able just because they are good at memorizing or getting the answers fast.