As the school year comes to a conclusion, Nancy and I have reflected on our growth in the classroom. In our previous article, “The Success of the Warm Demander,” we explained our goal to build mathematical identity and shared authority of learning in our classroom. We believe we reached that goal because of the relationships and connections we created with each individual student.
At the beginning of the 2021-22 school year, we began working with our CPM coach, John Hayes, to improve both our individual teaching methods and our collaborative co-teaching methods. Throughout the year, we transitioned to both of us supporting all students. Our planning became slightly more consistent as the year progressed, but we still had a long way to go in our communication and collaboration.
As CPM writes the new Inspiring Connections series, many conversations have focused on supporting students’ language development. Supporting students’ language development is an important equity issue, with many nuances to navigate in order to avoid perpetuating problematic ideas about students’ ability to learn mathematics.
In moving to a new city and new school, I, Michelle Lo, found myself teaching a different population of students than I had in my previous years of teaching.
We (Nancy and Julie) co-teach a two-period, two-credit Geometry class. The students are in 10th or 11th grade.
One of the co-teaching teams that I am coaching this year is digging into wait time as a strategy to support their questioning.
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