Social and Academic Status
How does status change in our classroom. When do children hold academic status. Children who have a range of language stills seem to have more status to the other kids. Status is given for many reasons and this can impact the way that children interact. Can we plan our lessons to change the status for kids? How can we talk as teacher to evaluate or change the status?
How does this affect behaviour?
-Children will often raise to the belief of others. If one thinks I can do it then why should I.
-If children believe that someone else holds all the power they may choose not to share.
What we believe about our academic abilities and those of others is often form my our perceptions rather than reality.
What we value and push for in mathematics will be reflected in the way the children engage in maths.
What do I think the kids think being smart in maths look like:
-Sharing their ideas
-Explaining their thinking
I want to support students to think about:
-Never giving up
-Challenging each others thinking
We read an article by Jo Boaler. This article talked about the different elements of maths.
This talked about elements of a multidimensional class. It talked about adapting the problems so they are group worthy. Every child has something to add. We can get students to share a small part and this can add status and support the whole groups thinking.
This is when the teacher actively raises the status of the students by praise the Mathematical thinking and sharing. This can be done to provoke the class to think about an idea but also build students confidence, status and increases the visibility of the students ideas which could be missed if the teacher did not actively engage and support that student by raising the status of their idea. As a teacher it is important to be specific about what you are praising as this make sure that students know it is not empty praise.
Getting students to take responsibility for the groups thinking. Removing the individual responsibility and put it on the group to make sure everyone understand and can justify. This can be done by the teacher coming in with a question for one student and then if the student doesn't know moving away and giving the responsibility back to the group to support the development of this thinking. This can be feed in through the group norm discussion and the praise you provide.
Students appreciate challenge, having difficult problems and making sure you push students forward with critical questions and getting them to use these with each other. Again it comes down to how it it set up in your class and what you expect.
Effort over ability
Praising what students have done and reminding them they can keep stepping up and doing more. Praise those who lesson and try their very best. Make sure no matter what the ability of the students they are pushed and challenged so they put in all the effort they can. This builds students who keep going and trying even when faced with huge challenges.
This is about stopping at any point and revisiting the learning practices. What are we doing to learn? This can link back to the class norms. Teacher need to know what practices you are looking for and value will help you to notice and praise and teach to this practices.