Math Teacher's Survival Guide E-Book

Judith A. Muschla

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B Ed: Survival Guides
• Sprache: Englisch

Seitenzahl: 540

Veröffentlichungsjahr: 2010

Beschreibung

Classroom-tested strategies to help new and experienced math teachers thrive * Math teachers must not only instruct their students in basic mathematical skills and concepts, they must also prepare them for standardized tests, provide instruction in the use of technology, and teach problem-solving and critical-thinking skills. At the same time, they must also manage their other responsibilities - taking attendance, planning, grading, record-keeping, disciplining, and communicating with parents and administrators. This book provides efficient and practical information on the management skills necessary to succeed in this most challenging profession. * Offers realistic suggestions and strategies for planning and delivering effective math instruction * Helps math teachers achieve excellence and continue to be enthusiastic and successful in their teaching careers * Includes reproducible forms to help math teachers stay on top of everything they need to do * The Math Teacher's Survival Guide contains a wealth of useful tools and strategies that can help any math teacher succeed in the classroom.

Leseprobe

Table of Contents

Jossey-Bass Teacher

Title Page

Copyright Page

About This Book

The Authors

Acknowledgements

SECTION ONE - Embracing the Profession of Teacher of Mathematics

Traits of Great Math Teachers

Meeting State Standards and District Math Goals

School Policies and Procedures You Need to Know

Professionalism and Common Sense

Professionalism Outside the Classroom

Maintaining Your Professional Expertise

Quick Review for Embracing the Profession of Teacher of Mathematics

SECTION TWO - Before the First Day

Starting the Year Early

Greeting Administrators, Colleagues, and Support Staff

Getting a Head Start on Paperwork

Your Schedule and Class Lists

Seating Charts

Setting Up Your Classroom

Preparing for the First Day

Especially for the First-Year Math Teacher

Quick Review for Before the First Day

SECTION THREE - The Math Teacher’s Tools of the Trade

Basic Supplies, Materials, and Equipment

Common Math Manipulatives

Sources for Math Materials and Manipulatives

Technology

Resources on the Internet

Sources of Supplementary Teaching Materials

Quick Review for the Math Teacher’s Tools of the Trade

SECTION FOUR - Becoming a Valued Member of the Staff

Working Effectively with Others

Committees and Teamwork

Working Together in Sharing

Getting Along with Others in Your School

Evaluations for Math Teachers

Becoming a Mentor for New Math Teachers

After School and Beyond

Quick Review for Becoming a Valued Member of the Staff

SECTION FIVE - Organizing for Success

Your Master Schedule for Organization

The Value of an All-Purpose Binder

Practical Routines

Organizing Your Classroom

Special Organizational Considerations When Sharing a Classroom

Organizing Files

Necessary Information to Maintain

Managing Your Paper Load

Taking Control of Time

The Importance of Effective Substitute Plans

Quick Review for Organizing for Success

SECTION SIX - Planning a Great First Day

The First-Day Basics

Providing an Overview of Your Math Class

Learning About Your Students

Providing a Math Activity on the First Day

Handing Out Texts, Workbooks, and Other Materials

Quick Review for Having a Great First Day

SECTION SEVEN - Managing Your Math Classroom

Establishing Efficient Classroom Routines

Achieving a Smooth Flow of Classroom Traffic

Creating a Productive Math Class

Helping Your Students Learn to Follow Directions

Quick Review for Managing Your Classroom

SECTION EIGHT - Building a Positive Environment for Learning Math

The Physical Classroom

Setting a Tone of Respect and Courtesy

Preventing and Responding to Bullying

Creating a Positive Math Environment for Diverse Students

Avoiding Gender and Ethnic Bias in Math Class

Appreciating Cultural Diversity

Helping Students Overcome Math Anxiety

Quick Review for Building a Positive Environment for Learning Math

SECTION NINE - Interacting with Your Students

Maintaining a Professional Role with Your Students

Getting to Know Your Students

Guiding Students to Become Successful Math Students

How to Conduct Successful Math Conferences with Students

Preventing and Dealing with Disruptions

Helping Students Cope with the Pressures of Being a Student

Quick Review for Interacting with Your Students

SECTION TEN - Designing Effective Math Lessons and Activities

Making Time for Planning

Planning a Variety of Math Lessons and Activities

The Foundation of Successful Math Lessons and Activities

Components of Effective Math Plans and Activities

Types of Math Plans

Overcoming Common Problems in Planning

Incorporating Literature into Your Math Class

Incorporating Writing into Your Math Class

Quick Review for Designing Effective Math Lessons and Activities

SECTION ELEVEN - Providing Effective Math Instruction

Being a Facilitator of Learning

Meeting the Needs of Diverse Learners Through Instruction

Using Various Instructional Methods for Teaching

Fostering Problem-Solving Skills in Your Students

Motivating Your Students

Improving Your Instructional Delivery Skills

Quick Review for Providing Effective Math Instruction

SECTION TWELVE - Evaluating the Progress of Your Students

Devising a Fair System of Grading

Ways to Assess Student Learning

Preparing Your Students for Standardized Math Tests

Evaluating Assessment Results

Record Keeping

Quick Review for Evaluating the Progress of Your Students

SECTION THIRTEEN - Managing Inappropriate Behavior

Addressing Inappropriate Behavior in Your Math Class

Involving Parents and Guardians in Addressing Inappropriate Behavior

Involving Administrators in Addressing Inappropriate Behavior

The Major Incident Report

Common Examples of Inappropriate Behavior and How to Handle Them

Quick Review for Managing Inappropriate Behavior

SECTION FOURTEEN - Working with Parents and Guardians

The Expectations of Parents and Guardians for Their Child’s Math Teacher

How to Make Parents and Guardians Partners in Math Education

How Parents and Guardians Can Help Their Children with Math

Preparing for and Conducting a Successful Back-to-School Night

Conducting Successful Conferences with Parents and Guardians

Dealing with Difficult Parents and Guardians

Working with Parents and Guardians Who Speak Limited English

Expanding Your Role as a Math Teacher

Quick Review for Working with Parents and Guardians

SECTION FIFTEEN - Keeping the Flame Burning

Causes and Symptoms of Teacher Burnout

Avoiding and Overcoming Teacher Burnout

Becoming the Most Effective Math Teacher You Can Be

Quick Review for Keeping the Flame Burning

References and Suggested Reading

Index

How to Use the CD

Jossey-Bass Teacher

Jossey-Bass Teacher provides educators with practical knowledge and tools to create a positive and lifelong impact on student learning. We offer classroom- tested and research-based teaching resources for a variety of grade levels and subject areas. Whether you are an aspiring, new, or veteran teacher, we want to help you make every teaching day your best.

From ready-to-use classroom activities to the latest teaching framework, our value-packed books provide insightful, practical, and comprehensive materials on the topics that matter most to K-12 teachers. We hope to become your trusted source for the best ideas from the most experienced and respected experts in the field.

Copyright © 2010 by Judith A. Muschla, Gary Robert Muschla, and Erin Muschla. All rights reserved.

Published by Jossey-Bass A Wiley Imprint 989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Permission is given for individual classroom teachers to reproduce the pages and illustrations for classroom use. Reproduction of these materials for an entire school system is strictly forbidden.

Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

The materials on the accompanying CD-ROM are designed for use in a group setting and may be customized and reproduced for educational/training purposes. The reproducible pages are designated by the appearance of the following copyright notice at the foot of each page:

Copyright © 2010 Judith A. Muschla, Gary Robert Muschla, and Erin Muschla. All rights reserved.

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This free permission is restricted to limited customization of the CD-ROM materials for your organization and the paper reproduction of the materials for educational/training purposes. It does not allow for systematic or large-scale reproduction, distribution (more than 100 copies per page, per year), transmission, electronic reproduction or inclusion in any publications offered for sale or used for commercial purposes—none ofwhich may be done without prior written permission of the Publisher.

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eISBN : 978-0-470-57499-7

PB Printing

10987654321

About This Book

The demands on math teachers have never been greater. Not only must they plan and deliver fundamental math instruction that meets state standards and satisfies the needs of diverse learners, they must teach problem-solving and critical-thinking skills, integrate technology in student learning, and prepare their students for standardized tests. Along with all this they must efficiently manage the other typical teacher responsibilities—grading papers, record keeping, handling behavior issues, and interacting with students, staff members, administrators, and parents and guardians. There never seems to be enough time in the school day to do all that must be done.

Teaching math, without question, can be stressful and frustrating, and balancing a career with personal and family life can be a constant struggle. Yet teaching math can also be a wonderfully satisfying and enjoyable career. Few things are as professionally rewarding as knowing you are working in an exciting and important field and helping to prepare students for a successful future.

The Math Teacher’s Survival Guide,Grades 5-12 is designed for the experienced and the new math teacher. The guide, which supports the Standards and Focal Points of the National Council of Teachers of Mathematics (NCTM), provides useful information and practical suggestions for making your classroom a dynamic center for student learning. Addressing essential topics from the start of the school year to its end, the guide will help you organize your teaching day, meet the daily challenges of providing effective instruction, and manage the routines that ensure learning in a classroom that celebrates responsibility, hard work, and respect for others.

Designed for easy use, the guide has several helpful features, including:

A logical, step-by-step approach that offers helpful information on key topics

A detailed Table of Contents that enables you to find topics quickly

Cross-referencing of topics that allows you to easily access further information

Numerous sources of additional information, including Web sites for both math teachers and students, as well as a list of References and Suggested Reading at the end of the book

Reproducible management forms for teachers (also on CD and available at www.josseybass.com/go/mathteachersurvival.com).

Reproducible information sheets for students (also on CD and available at www.josseybass.com/go/mathteachersurvival.com).

A Quick Review at the end of each section that highlights major ideas and vital information

The Math Teacher’s Survival Guide, Grades 5-12 will help you not just to survive the daily demands of teaching, but will also help you to continue to grow professionally and become the best math teacher you can be. Our best wishes for a productive, successful, and rewarding year.

Judith A. Muschla Gary Robert Muschla Erin Muschla

The Authors

Judith A. Muschla received her B.A. in Mathematics from Douglass College at Rutgers University and is certified to teach K-12. She taught mathematics in South River, New Jersey, for over twenty-five years. She taught at various levels at both South River High School and South River Middle School. In her capacity as a team leader at the middle school she helped revise the mathematics curriculum to reflect the Standards of the National Council of Teachers of Mathematics, coordinated interdisciplinary units, and conducted mathematics workshops for teachers and parents. She was a recipient of the 1990-1991 Governor’s Teacher Recognition Program award in New Jersey, and was named 2002 South River Public School District Teacher of the Year. She has also been a member of the state Review Panel for New Jersey’s Mathematics Core Curriculum Content Standards.

Together, Judith and Gary Muschla have coauthored several math books published by Jossey-Bass: Hands-on Math Projects with Real-Life Applications, Grades 3-5 (2009); The Math Teacher’s Problem-a-Day, Grades 4—8 (2008); Hands-on Math Projects with Real-Life Applications, Grades 6—12 (1996; second edition, 2006); The Math Teacher’s Book of Lists (1995; second edition, 2005); Math Games: 180 Reproducible Activities to Motivate, Excite, and Challenge Students, Grades 6—12 (2004); Algebra Teacher’s Activities Kit (2003); Math Smart! Over 220 Ready-to-Use Activities to Motivate andChallenge Students, Grades 6-12 (2002); Geometry Teacher’s Activities Kit (2000); and Math Starters! 5- to 10-Minute Activities to Make Kids Think, Grades 6-12 (1999).

Gary Robert Muschla received his B.A. and M.A.T. from Trenton State College and taught in Spotswood, New Jersey, for more than twenty-five years. He spent many of those years in the classroom teaching mathematics at the elementary school level. He has also taught reading and writing and is a successful author. He is a member of the Authors Guild and the National Writers Association.

In addition to math resources, he has written several resources for English and writing teachers, among them Writing Workshop Survival Kit (1993; second edition, 2005); The Writing Teacher’s Book of Lists (1991; second edition, 2004); Ready-to-Use Reading Proficiency Lessons and Activities, 10thGrade Level (2003); Ready-to-Use Reading Proficiency Lessons and Activities,8th Grade Level (2002); Ready-to-Use Reading Proficiency Lessons andActivities, 4th Grade Level (2002); Reading Worksbop Survival Kit (1997); and English Teacher’s Great Books Activities Kit (1994), all published by Jossey-Bass.

Erin Muschla received her B.S. and M.Ed. from The College of New Jersey and is certified K-8 in elementary education with Mathematics Specialization in Grades 5-8. She currently teaches seventh-grade math at Applegarth Middle School in Monroe, New Jersey.

Acknowledgments

We thank Jeff Gorman, assistant superintendent, and Robert O’Donnell, mathematics and educational technology K-12 supervisor, of Monroe (New Jersey) Public Schools for their support of this project.

We also want to thank Chari Chanley, principal of Applegarth Middle School in Monroe, for her support.

Our thanks to Maria Steffero, math teacher at Applegarth, for her insightful comments and suggestions regarding topics in this book.

We wish to especially thank Kate Bradford, our editor at Jossey-Bass, for her guidance and advice from the initial idea for this book to its final production.

We also wish to thank Diane Turso for proofreading and helping to finalize this book.

And finally, we thank the many colleagues who have supported and encouraged us over the years, and the many students whom we have had the pleasure of teaching.

SECTION ONE

Embracing the Profession of Teacher of Mathematics

As a certified math teacher, you are a professional educator. You have completed the necessary courses, demonstrated proficiency in mathematics, and acquired a variety of teaching techniques to provide meaningful instruction to your students. But as significant as these accomplishments are, they constitute only a part of your responsibilities as an educator.

Your professionalism is founded on your beliefs, attitudes, and actions, and extends well beyond the classroom. For example, in addition to teaching, you must build your lessons around clearly stated objectives; support school policies and procedures; attend meetings, workshops, and conferences; serve on committees; interact with administrators, colleagues, students, and parents and guardians; and dress and conduct yourself with discretion and common sense. You must acquire and maintain good work habits, and constantly strive to develop your knowledge and expertise. In short, you must fully embrace the profession of teacher of mathematics and all that it requires in everything that you do.

Traits of Great Math Teachers

There are math teachers, and there are great math teachers. Math teachers become great math teachers through commitment, dedication, and enthusiasm. They work hard to develop their professionalism and share many of the following traits. Great math teachers:

Understand the content of the courses they teach

Use state and district standards and goals to plan and deliver instruction

Utilize the Principles and Standards of the NCTM, and the Focal Points of the NCTM as important resources in developing their instructional programs

Plan lessons that are based on the abilities and interests of their students

Design lessons that will enable students to learn math skills and concepts

Provide activities to meet the needs of students with various learning styles

Act as a facilitator of learning

Develop and maintain a practical set of classroom procedures and rules

Foster a classroom atmosphere that promotes learning

Develop and use a fair grading system

Evaluate student progress consistently, both formally and informally, and provide regular and prompt feedback

Teach and encourage the use of various problem-solving techniques

Ask questions that require higher-level thinking and are relevant to their students’ lives

Provide problems that can be solved by a variety of methods

Use technology in instruction

Encourage their students to use technology to solve real-life problems

Provide activities that promote cooperative learning

Require students to write about and explain math concepts, problem-solving strategies, and solutions to problems

Promote mathematical reasoning

Encourage divergent thinking

Use manipulatives and models to demonstrate math concepts

Are receptive to new ideas and teaching strategies

Are willing to collaborate with other math teachers for planning and instruction

View math as a subject that all students, regardless of gender, ethnicity, or background, can learn

Encourage all their students to do their best every day

Are demanding in their expectations but are also considerate of their students’ feelings and concerns

Are consistent and fair

Set realistic goals for themselves and their students

Demonstrate the connection of math to other subject areas

Are reflective and flexible

Encourage students to apply math to their everyday lives

Find genuine satisfaction in their students’ growth

This seems like a lot, but we are sure that you can check off many of these things as already applying to your teaching. And with additional work, and the help of this book, you can acquire all of the professional traits that make math teachers great. One of your most important goals should be to become the best teacher you can.

Meeting State Standards and District Math Goals

A major aspect of your professional responsibilities is to ensure that your students meet or exceed the standards and goals established by your state and district. These objectives, which will help students attain the benchmarks of the No Child Left Behind Act, should be a part of your curriculum and be addressed in your daily instruction.

If you have not already done so, you can check the math standards of your state at www.educationworld.com/standards/state or by searching the Internet with the term “math content standards” and including the name of the state. You might also go directly to “math standards” on the Web site of your state department of education. Once you have obtained a copy of your state’s math standards, keep it with your curriculum guide. You should refer to these standards as you plan your lessons, activities, and assessments. In addition to their standards, many state departments of education also include teaching guidelines, activities, and assessment materials to support teachers in their efforts to plan and deliver effective instruction.

To learn about any math goals your district has identified, check with your math supervisor or principal. In some school systems, district goals are revised yearly; in others, long-range goals may cover a few years. Incorporate district goals into your math lessons whenever possible.

The curriculum of every course contains a set of objectives which, together with state standards and district goals, provides a framework for the content of that course. Being aware of the major objectives and requirements of the math courses that precede and follow the courses you are teaching is vital information. Knowing what students have learned the previous year, what they need to learn to be successful in your class now, and what they will need to know to be successful next year helps you to plan instruction that will best meet their needs for long-term achievement in math.

Along with your curriculum and state standards and district goals, you should become familiar with the Principles and Standards of the National Council of Teachers of Mathematics (NCTM), as well as the Focal Points and Connections to the Focal Points of the NCTM, both of which can be obtained at www.nctm.org. These resources support a vision for proficient math instruction for all students and identify the math skills, concepts, and processes that students should master upon completion of specific grade levels. These resources can help you develop a successful and challenging math program.

In addition to understanding how state standards and district goals affect your teaching, you must also be aware of the prerequisites and requirements of each of your classes. Students who have not satisfactorily fulfilled the prerequisites for a course will likely experience difficulty in meeting the requirements of the course. A student cannot be expected to do well in Algebra II Honors if he has barely passed Algebra I. Although there are, of course, exceptions, overplacement is seldom beneficial to the student or his classmates. Students who are underplaced because they have exceeded the prerequisites of your course are also unlikely to benefit from it. You should consult with your math supervisor or guidance counselor to reassign incorrectly placed students to math classes appropriate for their abilities.

Understanding standards and goals enables you to provide instruction to your students that will help them learn the math concepts and skills necessary for them to satisfactorily complete your course. Standards and goals provide you with direction throughout the year.

School Policies and Procedures You Need to Know

Schools are complex institutions. For any school to function efficiently and safely, all staff members must understand the policies and procedures that govern its daily routines. Much of this information can be found in student and faculty handbooks, but some—especially revisions or additions to current practices—will be communicated during faculty meetings or via memos throughout the year. As a professional, you should know the policies and procedures for the following:

Student attendance

Homeroom procedures

Tardiness

Truancy

Chronic absences

Bell schedule

Class schedule

School calendar

Signing in and out of school

Earliest time faculty members can report to school

Latest time faculty members may stay at school on a typical day

Faculty attendance

@ Faculty dress code

Curriculum guides

Unit plan format

Daily lesson plan format

Homework and classwork

Grades

Reporting periods

Standardized testing schedule

Teacher evaluations

Substitute teacher plans

Contacting substitute teachers

Acceptable student behavior in class

Acceptable student behavior in common areas, including outside the building

Discipline

Student fighting

Harassment and bullying

Detention

Suspension

Cheating

Plagiarism

Student dress code

Referral of students for evaluation

Individualized Education Programs (IEPs)

504 plans

Bus plan for students

Distribution of textbooks and other materials

Lost textbooks and other materials

Record keeping for books and materials

Ordering supplies and materials from vendors

Obtaining supplies and materials from the stock room

Work orders for repair and maintenance of equipment

Contacting the tech person in your school

Contacting janitors

Copy machine use

Duty assignments

Fire drill procedures for each class

Emergencies and lockdowns

School closings, early dismissals, and delayed openings

Videotaping and photographing students

Student lunches

Teacher lunches

Student use of the media center

Student use of the computer lab

Student use of technology

Faculty meetings

Faculty committees

Faculty workshops and seminars

Back-to-school night

Contacting parents and guardians by phone and e-mail

Parent conferences during conference time

Parent conferences throughout the year

Family vacations and student absences

Extended student absence

Student injuries in class or on school grounds

Field trip procedures

Taking students outside the building (for example, to do an activity on measurement)

Classroom parties

Food in the classroom

Press releases

Guest speakers

Collecting money (for example, to pay for a field trip)

Once you understand the policies and procedures of your school, you must support and enforce them with fairness and consistency. Your students, colleagues, and administrators will respect your knowledge and dedication.

You also need to be aware of the chain of command in your school. Undoubtedly your school has procedures in place for management of discipline issues, referral of students to guidance counselors, and requests for the child study team to test and evaluate students for learning disabilities or emotional disorders. Following the correct procedures in such instances ensures that the proper people become involved and that they receive the necessary information for addressing the problem. By following your school’s procedures, the issue has a greater chance ofbeing resolved quickly and satisfactorily.

Only by understanding and supporting your school’s policies and procedures can you assume your responsibilities in the daily program of your school. Knowing how and why things are done is an essential mark of a professional.

Professionalism and Common Sense

Just as mathematical knowledge, efficient classroom management, and effective instruction are critical components of a math teacher’s professionalism, so is common sense. Sometimes, however, in the pressing demands of the school day, common sense can be overlooked. The consequences of ignoring common sense can be minor and slightly embarrassing—you are leaving school early and meet the superintendent on your way out—or they can be major and really embarrassing—you are talking in the faculty room about a student’s continual lack of preparation, unaware that the substitute sitting next to you is his mother. Regardless of whether the outcome is minor or major, exhibiting a lack of common sense always undermines professionalism.

The following list clarifies instances and situations where common sense will help you to avoid making common (and not so common) mistakes:

It is always better to arrive at school early. Use the time to grade a few papers, make copies, or respond to e-mail. Avoid arriving right on time, or worse, just a step ahead of your students.

Leave school after the contracted time teachers may go. Even if you only stay a few extra minutes, you can update your assignments on your school’s homework hotline or clean up papers on your desk.

Adhere to the faculty dress code. If there is no dress code, wear clothing that you feel is appropriate. If you are not sure something is appropriate, do not wear it.

Never use offensive language.

Never discuss the behavior of students with other students.

Never discuss a student with the parents or guardians of other students.

Avoid gossip, which is often hurtful and is never professional.

Never discuss students in the faculty room if substitutes or parents or guardians are present.

Do not tell off-color jokes. Even though people may laugh to be polite, they may be offended.

Never speak in a derogatory manner about any group.

Do not speak negatively about another member of the staff or administration.

Always give people your full attention when they are speaking to you. If they take the time to speak with you, you should take the time to listen.

Do not talk to students as if they are your peers or friends. This does not mean that you cannot be friendly or informal at times, but always remember that you are their teacher. You must model professional behavior.

Always attend required meetings and workshops.

Be willing to serve on committees.

Be attentive during faculty meetings, workshops, committee meetings, and seminars. Avoid grading papers, checking your cell phone for messages, or whispering to a colleague.

Always follow school rules. Talking on your cell phone during class, for instance, sets a poor example for students who are not permitted to use their cell phones in school.

Always be prepared for class. Lack of preparation shows students that the class is not important to you, and they may conclude it is not important for them either.

Do not leave students in the classroom unattended. You are responsible for them and anything that may occur in class.

Never lose your temper during meetings or conferences. Anger diverts energy from problem solving and makes finding solutions more difficult.

Avoid being territorial when sharing rooms or supplies with other staff members.

Do not hoard supplies.

Do not monopolize the copy machine. If you have five hundred copies to run off, and a colleague has a handful, let her go ahead of you.

Always complete paperwork on time.

Never leave a classroom messy or in disarray for the teacher who has the room next. Just as you expect to enter a clean and orderly classroom, so do others. Be sure to leave the room before the other class begins.

Never permit students to speak disrespectfully about other teachers, students, or classes.

Always be tactful when speaking with parents or guardians, especially when you see them outside of school. Be discreet in what you say.

Consider joining your parent-teacher association or similar organizations. Your membership and support will be appreciated.

Volunteer your help to administrators, colleagues, and parent groups in your school whenever possible.

Avoid making hasty decisions—they usually turn out to be the wrong decisions.

Avoid procrastination. The more you procrastinate, the more work piles up, which will lead to frustration and stress.

When you combine common sense with sound teaching methods, you can become a role model for your students and for other teachers. All will see you as a professional who speaks and acts with intelligence, consideration, and good judgment.

Professionalism Outside the Classroom

Your students, their parents or guardians, and any other community members who know you are a teacher will view you as a teacher no matter where or when they see you. Certainly at any school function, such as parent-teacher association meetings, school fundraisers, or attendance at school sporting events—but even outside the school setting, such as at the mall, hairdresser, or place of worship—you need to present yourself as a professional member of your school’s teaching staff. You must wear appropriate clothing, display proper conduct, and always use common sense. People will expect you to set a good example for their children.

Maintaining Your Professional Expertise

Acquiring and maintaining professional expertise is a goal you should pursue throughout your career. Only by constantly growing as a professional can you hope to provide the best learning environment and instruction for your students.

There are several ways you can improve your professional skills, including:

Attend in-services, workshops, seminars, and conferences. Throughout the year most school districts offer in-services designed to foster the classroom management and instructional skills of their teachers. Many districts also provide money for teachers to attend out-of-district workshops, seminars, and conferences that present information on new techniques, strategies, or issues that can affect all aspects of teaching. Attending such events helps keep you current in trends in mathematical education and pedagogy and can inspire you with new ideas, activities, and methods.

Further your own education by enrolling in graduate courses at local universities and colleges. Many school districts reimburse a portion of tuition costs for graduate study. Before enrolling in any course, however, make sure that the course meets your district’s guidelines for tuition reimbursement. An option is to enroll in courses that are offered online. To find online courses for math teachers, search with the term “math courses online for teachers.”

Observe other math teachers. Seeing how your colleagues manage their classrooms and deliver instruction can offer valuable insight and give you ideas for improving your own methods. Before observing another teacher, always request his or her permission. Some people feel uncomfortable with another teacher in the room and you should respect their wishes. Other teachers will be happy to have you observe them. In this case, if possible, visit their classroom during a time that is convenient for them. You may later want to extend an invitation for them to sit in on your classes.

Join professional mathematics organizations. Such organizations keep you informed of current issues and trends affecting teachers, support your efforts in the classroom, and enable you to network with other teachers. The focus of these organizations vary: some concentrate on the needs of math educators or supervisors, and others address specific topics in the field of mathematics. Visit the Web sites of mathematics organizations to learn more about them. You might consider the following:

• American Mathematical Society (AMS), 201 Charles Street, Providence, RI 02904, www.ams.org. This society is for those individuals interested in mathematics and its application to everyday life.

• Association for Supervision and Curriculum Development (ASCD), 1703 North Beauregard Street, Alexandria, VA 22311, www.ascd.org. The ASCD is an organization for teachers and educational leaders.

• Association for Women in Mathematics (AWM), 11240 Waples Mill Road, Suite 200, Fairfax, VA 22030, www.awm-math.org. This association encourages women in mathematics and the sciences.

• Mathematical Association of America (MAA), 1529 18th Street, N.W., Washington, DC 20036-1385, www.maa.org. This association provides a forum for all those interested in mathematics.

• National Council of Supervisors of Mathematics (NCSM), 6000 East Evans Avenue, Suite 3-205, Denver, CO 80222, www.ncsmonline.org. This mathematics leadership organization provides information for school math supervisors and other educational leaders to enhance student achievement.

• National Council of Teachers of Mathematics (NCTM), 1906 Association Drive, Reston, VA 20191-1502, www.nctm.org. The NCTM is devoted to supporting the needs of math teachers.

• in addition to the above, you should check if your state has a professional organization for math teachers. Many do. Search the Internet using the term “professional math organizations” and include your state. Joining a state organization for math teachers provides you with the opportunity to attend workshops and conferences relatively close to home and meet with teachers from other school districts.

Join professional organizations for educators. Consider the following:

• American Federation of Teachers (AFT), 555 New Jersey Avenue, N.W., Washington, DC 20001, www.aft.org. The AFT is a teacher’s union with 1.4 million members. It supports the interests of classroom teachers.

• National Education Association (NEA), 1201 16th Street, N.W., Washington, DC 20036-3290, www.nea.org. The NEA is the largest organization for public school teachers in the United States with close to 3.2 million members. It is a powerful advocate for public education.

• National High School Association (NHSA), 6615 East Pacific Coast Highway, Suite 120, Long Beach, CA 90803, www.nhsa.net. This association addresses the needs of high school educators.

• National Middle School Association, (NMSA), 4151 Executive Park-way, Suite 300, Westerville, OH 43081, www.nmsa.org. The NMSA is dedicated to the needs of middle school educators.

Subscribe to professional journals. Subscriptions to many journals are included when you join a professional organization. For example, the NCTM publishes Mathematics Teacher for math teachers of grades 8-14 and Mathematics Teaching in the Middle School for math teachers of grades 5-9. You might also consider the following:

• Education Week, Editorial Projects in Education, Inc., 6935 Arlington Road, Suite 100, Bethesda, MD 20814, www.edweek.org. Published weekly, this journal provides news and articles about education.

• Instructor, Scholastic, Inc., P.O. Box 713, New York, NY 10013, www.scholastic.com/instructor. For K-8 teachers, this resource offers practical articles on numerous topics and includes activities, teaching techniques, and reproducibles.

• Teacber Magazine, Editorial Projects in Education, Inc., 6935 Arlington Road, Suite 100, Bethesda, MD 20814, www.teachermagazine.org. This magazine provides teachers with information they need to provide quality instruction to their students.

Build a professional library. Start with the books and resource materials that you use for the courses you teach. Include your curriculum guides and the standards for your courses. Also include any texts your school no longer uses, which, even if they are dated, can be wonderful sources for ideas. A math dictionary and other math reference books, manuals for calculators or computer software, and faculty and student handbooks should also be a part of your library. You may expand your library by adding resource books, reproducibles, and materials for special activities.

Set yearly professional goals for yourself. As each year concludes, take some time to evaluate your performance as a teacher. Consider your strengths and weaknesses. Choose one or two areas in which you feel you could have done better and focus on improving these areas during the next year. Only concentrate on one or two, because attempting to work on too many will make your overall progress more difficult and likely frustrate you. You might consider the following:

• Improving your organizational skills

• Improving lesson planning for diverse learning styles

• Improving your skills in classroom management

• Incorporating technology in your lessons and student activities

• Implementing math projects in your program

• Integrating student writing in your curriculum

• Emphasizing problem-solving strategies

• Using portfolio assessment

• Improving your discipline

• Enrolling in a graduate program

• Handling paperwork more efficiently

• Creating rubrics for assessing student responses to open-ended questions

Achieving professional expertise as a math teacher is a significant accomplishment in your career. Continuing to grow as a professional is an even greater accomplishment.

Quick Review for Embracing the Profession of Teacher of Mathematics

Your professional obligations are apparent in all your interactions with your school community. Being aware of the following can help you to grow professionally throughout your teaching career:

Work to acquire the traits of great math teachers. These traits are the foundation of professionalism.

Strive to meet state standards and district goals in your planning and instruction.

Be knowledgeable and supportive of your school’s policies and procedures.

Always use common sense both inside and outside your school. Remember, you are a role model.

Continue developing your professional expertise by:

• Attending in-services, workshops, seminars, and conferences

• Observing other math teachers and sharing ideas for teaching

• Enrolling in graduate courses

• Joining professional organizations, particularly those that specifically address the needs of math teachers

• Subscribing to and reading professional journals

• Building a professional library

• Setting goals for your personal professional improvement

Your professionalism distinguishes you as a teacher. Arising from your commitment, dedication, and expertise, it inspires your students and everyone else in your school community to do the best they can in all they can. Your school is a better school because of you.

SECTION TWO

Before the First Day

Congratulations! You are about to start a new school year.

If you are like most math teachers, you have plenty to do in preparation for meeting your students. Along with planning interesting and effective math lessons, you might need to implement a new curriculum, use a new textbook, or familiarize yourself with new technology. Maybe you will be working with new colleagues. Some of the supplies you ordered may not have arrived, you may have more students than desks in your classroom, and you may be unable to log on to your school’s e-mail system. These are just some of the concerns you might have to address before classes begin, which is why the start of a new school year can be hectic and overwhelming.

The best way to manage the details that accompany the opening of school is to attend to them as quickly and effectively as possible. Resolving them prior to the first day enables you to concentrate on your most important priority: teaching.

Starting the Year Early

Whether you are a veteran or a first-year math teacher, early planning and preparation can lay the foundation for a successful and satisfying year. Going to school a few times in advance of the first day allows you to take care of matters that you may be hard-pressed to manage once school begins. It also gives you time to say hello to administrators, colleagues, and other staff members, meet with team members, and start to prepare for your students.

A day or two before going to school, call the main office to find out if your classroom will be available. During the break the maintenance staff will no doubt be making repairs, painting, washing and waxing floors, installing new equipment, moving furniture, and tending to countless other duties as they make your school ready for the coming term. A brief call enables you to schedule your visits on the days when you can get the most done.

Go to school with a list of goals you would like to accomplish that day. Be realistic with your expectations; trying to do too much will only frustrate you and sap your enthusiasm about the upcoming year. Remember to be flexible. If after arriving at school you find that other things need attention, adjust your plan. Always try to resolve the most important or pressing problems first. Smaller problems can then be solved in the time remaining before school or be addressed later when you have openings in your schedule.

The following reproducible, “Things to Do Before School Starts,” contains items to address before the beginning of the school year. Use it as a checklist or as a guide to create your own checklist.

Things to Do Before School Starts

Meet with administrators and your department supervisor in regard to the coming school year.

Meet with team members, colleagues, and para-educators.

Meet with support staff, including guidance counselors, and technology and media specialists.

Obtain and review class lists.

Obtain and review your schedule, room assignments, and any duties.

Review your curriculum guides and teacher’s editions of texts, especially if they have changed.

Set up your classroom, including furniture, books, and supplies.

Check equipment, such as calculators, computers, printers, projectors, and interactive whiteboards.

Prepare materials for the first day, including information packets, descriptions of courses, and seating charts.

Create lesson plans and math activities for the first day, or the first few days if possible.

Set up your record book. Note the beginning and end of each marking period, and the days that school is not in session.

Make copies before the copy machine rush.

If you are a new teacher, find and meet with a mentor.

Depending on your situation, you may have other tasks you wish to accomplish before the opening bell. Managing them efficiently helps ensure a great start to your new school year.

Greeting Administrators, Colleagues, and Support Staff

When you visit your school before the start of the term, you should try to meet informally with administrators and those colleagues and staff members with whom you will be working. Along with a friendly hello and exchange of small talk, such meetings provide an opportunity to discuss new school policies, changes in curriculum or schedules, or any other news that may affect you and your students during the upcoming school year. Such conversations enable you to anticipate and prepare for changes.

During your visit, you should also introduce yourself to new personnel and offer to answer questions they may have. New staff members will appreciate your welcome and help. The relationships you establish with new staff members now will be the foundation for working with them later.

If one or more of your math classes is an inclusion class that receives in-class support from a special education teacher, or is a basic skills class that benefits from the presence of another teacher in the room, try to meet with these staff members before the beginning of school. If a face-to-face meeting is not possible, contact these individuals by phone. A major component of the success of any class in which two teachers are present is the relationship between them. Each of you has individual responsibilities regarding students, instruction, and classroom management, as well as responsibilities that you will share. You should discuss the students in the class who may need modifications, and you should discuss your roles, teaching methods that will best satisfy the needs of your students, and general expectations and procedures. (See “Working with Other Teachers” in Section Four.) You and your partner should strive to complement each other’s classroom presence and teaching style. Deciding on roles, methods, and management prior to the start of school will result in effective procedures and routines from the first day of classes.

A successful school is built on the efforts of many people working together for the common purpose of educating children. Establishing and maintaining positive and professional relationships with administrators and other staff members should be one of your primary goals.

Getting a Head Start on Paperwork

The beginning of any school year is accompanied by an abundance of paperwork. Although some of the forms you will need to complete and sign may not be placed in your school mailbox until the students arrive, many may be waiting for you well in advance of the first day. In addition to paperwork related to your classes and students, you may need to update personal information. Some of your paperwork load at the beginning of the year may include the following:

Updating your address, phone number, and e-mail for the school directory

Notifying the individual in charge of personnel of a change in your name due to marital status

Completing emergency contact forms

Notifying administration about any additional courses you completed

Providing transcripts or certifications for advanced credits or degrees

Making changes in health care coverage

Signing up for direct deposit of your payroll checks

Acquiring a parking space and parking permit

Reading and signing Individualized Education Programs (IEPs)

Paperwork that is not handled efficiently piles up and requires additional time to manage. A better option is to complete paperwork and hand it in as soon as possible, reducing the chances of required forms being late or lost.

Your Schedule and Class Lists

Two of the most important items you should obtain before the start of school are your schedule and class lists. Reviewing them now can prevent possible problems on the first day.

Check your schedule for the courses you are teaching, your room assignments, and any additional duties you may have. If you are teaching a new course or one you have not taught for a few years, you should review the curriculum, the teacher’s edition of the text, the applicable math standards of your state, and the Standards of the National Council of Teachers of Mathematics (NCTM). Becoming familiar with the subject matter and course requirements will help you to plan effective lessons for your students.

In an ideal educational world, you would teach in only one room. If, however, you must travel between several rooms, consider the distance between them and how long it will take you to walk from one classroom to another through hallways clogged with students. If two of your classrooms are located on opposite ends of the school, think about asking your principal to change room assignments for you. Arriving at class after your students will delay the start of your lesson, and will undermine your rule for students to be on time for class.

As you review your schedule, note any duties that are assigned to you. Although duties are a part of just about every teacher’s day, one that interferes with your arriving at your next class on time should be adjusted or changed.

When you look over your class lists, be sure to check the numbers of students in each class with the room assignment and the number of desks in each room. Starting the first day of classes without enough desks for students not only creates confusion and disrupts the assigning of seats, but it may also communicate a subtle message that the school does not care enough about its students to provide a desk for everyone. Even though this is surely not the case and the missing desks are in the room the next day, the effect of that first impression of math class may linger.

If your district provides you with additional lists of classified ESL (English as a Second Language) or LEP (Limited English Proficient) students, or students with other special needs, compare the names on these lists with your class lists. Make a special note of any students who have health issues, such as allergies, vision or hearing impairments, or physical handicaps. Being aware of these students can help you tailor your plans to meet the needs of everyone in your classes.

Seating Charts

Your class lists are the basis for your seating charts. For most classes, seating charts are useful and necessary. Most important, seating charts help you to learn the names of your students and convey to them that you are in charge of the class. Seating charts provide you with an orderly option of moving students to seats where they will benefit the most from your instruction, separate students who cannot get along (or who get along too well), and accommodate students with medical problems or physical disabilities.

Unless you know in advance of any special seating arrangements some students might need, you should make your first set of seating charts either randomly or in alphabetical order of students’ last names. Either method works. As you come to know the strengths, weaknesses, and particular needs of your students, you can move them to different desks and revise your seating charts. Ifyou prefer to use a traditional seating arrangement of rows, you may make copies of the following “Seating Chart Grid,” or use the grid as an example to make a grid of your own. Other examples of seating arrangements are shown on “Seating Options.” The arrangement in Option 1 is good for students to watch demonstrations with manipulatives, view screens, and use interactive whiteboards. The seating arrangement in Option 2 is excellent for group work, for it allows the teacher to circulate around the room and easily speak with each group. The arrangement for Option 3 fosters interaction between group members. Of course, you can use variations and combinations of these examples depending on your lesson. You might also prefer to keep your seating charts as electronic files on your computer and print out revised copies as necessary. Electronic grading programs often have the capability of creating seating charts. Yet another option is a magnetic seating chart that makes updating the chart easy when you change students’ seats. Always keep updated seating charts for your substitute plans.

Seating Chart Grid

Seating Options

Option 1

Option 2

Option 3

Setting Up Your Classroom

Setting up your classroom requires a significant investment of effort and time. It is no small task to move furniture around, check equipment and materials, open boxes of supplies, and decorate your room with a mathematical theme that your students will find attractive and inviting. This work is best started and finished before the first day of school.

ARRANGING FURNITURE TO ENHANCE MATH LEARNING

The arrangement of the furniture and equipment in your classroom should facilitate your teaching of math. Whether you set students’ desks in rows or in pairs or groups, all students should be able to clearly see you teach. They should have an unobstructed view of the board and any work placed on an interactive whiteboard, projector screen, or TV monitor. You may wish to ask your colleagues how they arrange the furniture in their classrooms. Though you do not have to do exactly what they do, their ideas may spark ideas of your own.

Before you arrange your room, you might find it useful to sketch a floor plan. Check your plan for practicality and safety. Students should have enough space to work comfortably, and there must be enough distance between desks and tables to move around the room easily. Not only do students need to be able to walk throughout the room, but you must be able to walk around the room so that you can meet with students individually or in small groups. Remember to safely secure any wires for electronic equipment. Wires laid across the floor present a tripping hazard. Any floor plan should support learning and be safe. Note: If you share a room with other teachers, consult them before making major changes to the room’s layout.

As the year goes on, you may find that a different arrangement of furniture is beneficial to one or more of your classes. Do not hesitate to change. A practical yet comfortable plan for furniture in your classroom is an important step for creating a pleasant environment for learning.

CHECKING EQUIPMENT

Depending on your school and teaching situation, you may rely on a traditional chalkboard, overhead projector, and basic calculators for teaching math, or you may have access to the latest interactive whiteboard, digital projector, computers and printers, calculators, and calculator presenter. Whatever equipment you have for your classroom, you must make certain that it is in working order and that you know how to operate it.

If, at the end of the previous school year, you placed any work orders for equipment repairs or maintenance, check that these items have been returned to you and are functioning properly. Track down any equipment that is missing; resubmit work orders for any piece of equipment that is not operative. Once students arrive, you may not have time to search for or fix equipment.

Check the following equipment for your classroom:

Computers and printers

Projectors

Enough calculators for your students (check that each calculator has functioning batteries)

New batteries for calculators

Installation of new software

Cables

Interfaces

Power strips

Extension cords (if needed)

Tables or workstations

Screens

If you need help in setting up any electronic equipment, contact the technical support person in your school. Be as specific as possible in describing the type of assistance you need. It will be easier to obtain assistance now rather than once school starts and just about everyone else needs help.

You should familiarize yourself with the operation of new equipment or software. An easy way to do this is to complete accompanying tutorials. If your school offers any workshops regarding new equipment or software programs, be sure to attend. Even if you feel that you will not have any trouble mastering a new device, the information you acquire at a workshop may prove to be helpful later. Always save any support materials and start-up or backup disks, and follow your school’s procedures for registration of any warranties.

CHECKING MATERIALS AND SUPPLIES

Before school begins is also the time to check your materials and supplies. Starting classes without enough books, paper, or other necessary materials will undermine your efforts for beginning the year smoothly. Instead of becoming excited about what they will be learning in your math class, some students may be more concerned with not having received a book or the materials other students did.

In preparation for the first day, be sure to check the following:

All the materials you will need for students in your homeroom (assuming, of course, that you have a homeroom). This could include: student manuals, insurance forms, parent or guardian emergency contact forms, health forms, and menus for lunch. (See “If You Have a Homeroom” in Section Six.)

The teacher’s editions of your math texts; also check for teacher’s editions and answer keys for workbooks, enrichment workbooks, and other resources.

Student texts, workbooks, enrichment workbooks, and other materials. Make sure that you have enough copies of each and that each book or workbook is in good condition.

Basic supplies, including paper, pencils, graph paper, transparencies, stapler, staples, markers, chalk, transparent tape, paper clips, erasers, and other items essential to your classroom.

Miscellaneous forms such as passes and sign-out sheets. You may find it useful to make copies of the “Hall Passes” and the “Classroom Sign-Out Sheet” that follow.

Any materials you ordered, for example, math posters, pencils, or math manipulatives.

You will, of course, need more materials throughout the year. For a complete list of materials, supplies, and equipment essential to math classes, see Section Three, “The Math Teacher’s Tools of the Trade.”

Hall Passes

Classroom Sign-Out Sheet

DECORATING YOUR ROOM

If you have your own classroom, or you share your room with another math teacher, you have the freedom to turn it into a complete and attractive environment for learning math. However, if you share a classroom with a teacher of another subject, you must be flexible in placing your math-related materials in the room. Perhaps you can speak with the other teacher about dividing the bulletin board space and any display areas.

Following are some of the ways to decorate your classroom for math:

Check the Internet using the search term “math bulletin boards.” You will find numerous helpful Web sites.

Create bulletin boards that reflect the theme of your first unit. This will inform your students of the first topic in math.

Display math posters that reinforce concepts you will teach throughout the year. You can either create these on your own, or purchase them from a variety of catalogues. (See “Sources for Math Materials and Manipulatives” in Section Three.) Here are some topics for math posters:

• Order of Operations

• Rules of Properties

• Steps for Solving Word Problems

• Problem-Solving Strategies

• Formulas

• Types of Geometric Figures

• Slopes of Lines

• Fractals

• Equivalences

• Famous Mathematicians

Hang up posters showing class rules and procedures.

Create models of two-dimensional and three-dimensional figures.

Create bulletin boards of school news or a school calendar, especially one highlighting events in math.

Throughout the year, you may wish to change your posters or displays to support your current topic of study. Strive to create a classroom that reflects and celebrates mathematics.

Preparing for the First Day

In the days you spend at school prior to the arrival of students, you will be busy meeting with people, setting up your room, reviewing your curriculum and teacher’s editions of your texts, and checking equipment and materials. But there is still more to do. You should now consider setting goals for your students, designing a handout of the rules and requirements of your classes, creating math activities for the first day, making copies of materials to be distributed to students, and checking that you can access your school’s communications systems.

SETTING GOALS

The goals you set for your students should reflect your state’s math standards, the Standards of the NCTM, and your district’s guidelines, all of which are likely addressed in your curriculum. (See “Meeting State Standards and District Math Goals” in Section One.)

Along with the content goals stated in your curriculums, you should set process goals for your students such as the following:

Students will become competent problem solvers.

Students will use various strategies in problem solving.

Students will clearly communicate mathematical ideas.

Students will write explanations that detail mathematical reasoning in problem solving.

Students will work together cooperatively.

Students will become competent in the use of technology in math class.

Students will come to appreciate the importance of math and apply math to their everyday world.

Students will apply mathematics to other subject areas.

Clear goals provide you with purpose and direction, helping you to focus your planning and teaching. Knowing the destination always makes a journey easier.

RULES AND REQUIREMENTS OF YOUR CLASSES

A written summary of the rules and requirements of your classes provides your students with a blueprint for success in those classes. Such summaries also can alleviate students’ fears regarding your requirements and their responsibilities. Handing out a summary of rules and requirements for each of your classes on the first day is a practical way to introduce the class and emphasize important expectations. You might want to include the following in any class summary:

Welcome and Introduction to the Class

The Work You Can Expect

Required Materials

Classroom Rules

Grading System

Absences and Makeup Work

Extra Help

Special Notes