Reflections
The process of supporting reluctant learners to participate comfortably in group
discussions is complex and multifaceted. Carefully building the mathematics
community is the first step. The students need to feel that they are a vital part of
the learning environment, helping each other and sharing their knowledge. In
the beginning, I use specific questions to establish expectations and to encourage
participation. As students become accustomed to our mathematical discourse,
they are able to ask for help independently, and I no longer need to pose these
questions. I become the facilitator as opposed to having a large part in the con-
versation.
As a teacher, I know that I need to find ways for all my students to contribute
and become valuable participants in any and all mathematical discussions.
Foreseeing challenges and finding entry points for all my students to be part of
this learning environment is critical to a successful year. I plan ahead by antici-
pating challenges, finding entry points for all my students, and having accommo-
dations ready when needed. For example, I might meet with struggling students
before the whole-group lesson to give them a preview of what we will be dis-
cussing, or immediately following the minilesson to do a quick check-in. I review
the directions and/or strategies already given, and I can also answer more specif-
ic questions they may have. Often, I pair my reluctant learners together so I can
work with them, help them identify the strategies they are using, and prepare
them to share their ideas in front of the group.
Carefully choosing who shares and keeping track of students’ thinking can
help get a mathematical conversation going in the right direction. This allows the
discussion to stay on target. The strategy charts I post around the classroom for all
students to refer to can be particularly helpful as an independent starting place for
the reluctant learners. It also gives the entire math community a common lan-
guage when discussing ideas. The students need to feel safe and be willing to take
risks for them to make connections and grow as mathematical learners.
Lightbulbs Happen