I was thinking of ways to get struggling students to classify alternate interior, alternate exterior, etc. angles. I thought about having the kids make up the names themselves! What a great way to start a dialogue! I imagined the discussion, arguments, suggestions, etc. and couldn't wait to start. I would give them the vocabulary for corresponding angles and show them those pairs, then they were on their own.
It was less than ideal. In fact, if someone had walked into the classroom while my kids were thinking of names, they would have thought I was a teacher with no plan and no control. Lots of "What are we supposed to do?" "Name them what?" "What do you mean?" I visited each group and coaxed them along. "Left middle" said one group for angles 4 and 5. Someone else just decided to name them "Fifi".
So, I gathered the suggestions and read them to the class. Then I said, "Are you ready for the real names? Let me know if they make sense." I began naming the angle pairs slowly. For angles 4 and 5 I said "Same side...(ooohhhh, the class murmered)...interior." (Some said "huh?", then said "oh!".) I went through naming each angle pair. I thought the activity was pretty much a bust...until the kids started having to classify the angles. The confusion, perplexity, and struggle that looked so messy to the outside eye was working wonders on the inside. They paused before naming any angle pair, I could see their minds working.
I'm beginning to realize that deep thought on the part of the student does not necessarily look like what I thought it would look like. I had imagined quiet contemplation, maybe some head nodding and a finger on the chin (imagine the thinker pose here). Instead, I am coming to realize that for some kids, thinking is noisy and active. I need to be comfortable with that. I also need to be confident enough with it so that if someone does walk into my classroom, I don't immediately start trying to shush the kids. Noise = thinking in my class and for my current students. It's working so far for me!
So, I gathered the suggestions and read them to the class. Then I said, "Are you ready for the real names? Let me know if they make sense." I began naming the angle pairs slowly. For angles 4 and 5 I said "Same side...(ooohhhh, the class murmered)...interior." (Some said "huh?", then said "oh!".) I went through naming each angle pair. I thought the activity was pretty much a bust...until the kids started having to classify the angles. The confusion, perplexity, and struggle that looked so messy to the outside eye was working wonders on the inside. They paused before naming any angle pair, I could see their minds working.
I'm beginning to realize that deep thought on the part of the student does not necessarily look like what I thought it would look like. I had imagined quiet contemplation, maybe some head nodding and a finger on the chin (imagine the thinker pose here). Instead, I am coming to realize that for some kids, thinking is noisy and active. I need to be comfortable with that. I also need to be confident enough with it so that if someone does walk into my classroom, I don't immediately start trying to shush the kids. Noise = thinking in my class and for my current students. It's working so far for me!
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