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Enhancing Math Transition Practices in the Classroom

This document outlines a reflective practice on improving mathematics transition strategies in the classroom. It details three rounds of data collection, including observations and video recordings of student and teacher interactions during transitions. The guiding questions explore the roles of both teachers and students, highlighting areas of improvement. The conclusions emphasize the importance of teacher participation and personal connections to enhance student success. Resources and communications from fellow educators provide additional insights into effective transition management.

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Enhancing Math Transition Practices in the Classroom

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  1. 26-15+12 = Math Transitions Mr. Casen C. Sharp

  2. Round 1: Guiding Question • I am repeatedly reminding individuals and groups of students what to do for the math transition • What are the teachers and students doing during the math transition?

  3. Round 1: Data Collection • Kept track of the time specific tasks (giving directions, getting seated, planners ready, and planners marked) took for students and me in the transition

  4. Round 2: Guiding Question • I noticed I was feeling more anxious about repeatedly reminding individuals and groups of students what to do for the math transition • What are teachers and students doing during the math transition?

  5. Round 2: Data Collection • Video recording to track what students and I do during the transition

  6. Using Resources Mullins, Jenna, personal communication, Oct. 22, 2013. Sharp, Colby, personal communication, Oct. 17, 2013. Stacks, Betsey, personal communication, Oct. 1, 2013. Talking About Teaching with Jim Knight, & The Teaching Channel. Strategies To Improve Lesson Transitions And Class Time Management [Video file]. Retrieved from https://www.teachingchannel.org/videos/improve-transition-time-management

  7. Round 3: Guiding Question • I realized getting through planners can take up a lot of time if we do not get them started right away. I also realized that I could participate in the transition process differently • What does a smooth transition to math look like?

  8. Round 3: Data Collection • Video recording to track what students and I do during the math transition

  9. Round 3: Data Collection • Video recording to track what students and I do during the math transition

  10. Work smarter, not harder

  11. Work smarter, not harder

  12. Conclusions • When teachers participate more directly in the learning process it provides support for students to be more successful. • When teachers make a personal connection to students they are able to more clearly convey their expectations.

  13. Thank You! • Mrs. Stacks • Ms. Buseth • Ms. Phillips • Mr. Hutchins • Dr. Shanton • Dr. Mitchell • The Concord Elementary staff and faculty • My student teaching colleagues • Mr. Casteele • Mrs. Fisher • Mrs. Murray • Mrs. Higgings • Mrs. Seeley • Dr. Alozie • Jason Moritz • Karen Hoaglin • Mary Weicht • Guy Cox • My parents, Rob and Kathy Sharp • Colby, Alaina, Breslin, Dharia, and A.J. Sharp • Jenna, Bobby, Brock, and Brant Mullins • Louie Sharp • Sam Sharp • Cole Sharp • Cal Sharp • The Conklin family

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