7 Effective Strategies for Teaching

Elementary Math

Teaching math in a mixed-ability classroom should take into account different learning abilities.

Teaching in today's mixed-ability classroom can be a challenge. These days, it's not
uncommon to find a wide range of abilities in the one classroom—from students
struggling to grasp new concepts, to those who are way ahead of their peers from day
one.

This factor has contributed to a range of problems for early math learners, including a
large achievement gap between students. Read more about how students can
benefit from technology that supports differentiated instruction.
While individual students do benefit from different learning styles, there are a range of
effective strategies which can help all students to succeed.

Additionally, the highly engaging, self-paced Mathseeds program offers a research-

based solution for mixed-ability K–2 math classrooms, making math fun, interactive, and
personalized for young learners. Start your free trial now.

Here are seven effective strategies for teaching elementary math:

1. Make it hands-on
Elementary math can be difficult because it involves learning new, abstract concepts
that can be tricky for children to visualize.

Try to imagine what it's like for a five-year-old to see an addition problem for the very
first time. Since it's a totally new concept to them, it can be hard for them to visualize a
scenario where one quantity is added to another.

Manipulatives are hands-on tools that make math a lot easier for young children to
understand. Tools like Lego, clay, and wooden blocks can all be used in the classroom
to demonstrate how math ideas work.

For example, Lego is a great way to demonstrate number building, operations, fractions,
sorting, patterns, 3D shapes, and more.

2. Use visuals and images

While students will come across countless graphs and visuals in their math textbooks,
research shows this isn't the only place they should be utilized.

According to the National Council of Teachers of Mathematics, the most powerful way
to use graphics in elementary math is in conjunction with specific practice or guidance,
either from a teacher or another classroom tool such as Mathseeds.
The Mathseeds online math program uses colorful visuals, graphics, and catchy songs to clearly
demonstrate elementary math concepts in a fun and engaging way. Students can revisit lessons
until they fully understand each topic. Free trial.

3. Find opportunities to differentiate

learning
It's important that students feel comfortable and are given the opportunity to learn new
math ideas at their own pace, without feeling rushed. But while the idea that 'given
enough time, every student will learn' is nothing new, it's easier said than done.

Mastery learning is about giving students as much time as they need to grasp a specific
skill or concept. It involves varying the time you give each student to succeed.

Technology-based classroom tools offer a powerful way to differentiate learning while

teaching elementary math, which is an effective way to help students in mixed-ability
classrooms to succeed. Learn more here.

4. Ask students to explain their ideas

Have you ever noticed how much more confident you feel about a concept after
explaining it to someone else?

Meta-cognition is the process of thinking about your options, choices, and results, and it
has a big impact on the way students learn.

Before assigning a math problem, ask students to brainstorm problem-solving strategies

they can use. Encourage students to work together to suggest different strategies in a
respectful way.

This process can be carried out at every stage of problem solving when teaching
elementary math. Once students have offered an answer, ask them to verbalize step-
by-step how they got that answer.

5. Incorporate storytelling to make

connections to real-world scenarios
When it comes to igniting the interest of young minds, not much comes close to a good
story.

Incorporate story problems into your classroom lessons allow students to see how
certain math concepts can apply to real life. Story problems are also a good way to help
students understand how to use math in everyday life, and see the relevance of math.
The Mathseeds online math program uses animated story problems to help students apply new
math skills to real-world situations. Free trial.

Mathseeds provides colorful end-of-lesson books as part of its online program. Many of
these are designed so students read the problem, work through it independently, and
then turn to the next page to see the solution.

6. Show and tell new concepts

Elementary math teachers should normally begin each lesson with a 'show and tell.'
Telling is the process of sharing information and knowledge with students, while
showing involves modeling how to do something.

These days, teachers can really kick 'show and tell' up a notch with an interactive
whiteboard, using animations, and videos to clearly show and tell specific math
concepts in an engaging and interesting way.

7. Let your students regularly know how

they're doing
Feedback is an important part of teaching elementary math and improving students'
results.

Let your students know how they have performed on a specific task, along with helpful
ways that they can further improve and extend their skills.

Remember, feedback is different to praise. Focus your feedback on the task itself
(rather than the student) and make sure they have a clear understanding of what they
did well and how they can improve next time. In Carol Dweck's research around what's
known as the 'growth mindset', she writes:

“The growth mindset was intended to help close achievement gaps, not hide them. It is
about telling the truth about a student's current achievement and then, together, doing
something about it, helping him or her become smarter.”

Reference https://mathseeds.com/articles/2018/02/01/teaching-elementary-math/

mathseeds@3plearning.com
5 Best Practices for Teaching Math
MARCH 11, 2014 STACI SCHUTTE-GUEST BLOGGER 3 COMMENTS
Share26

Hello again, it’s Staci from Let’s Teach Something! I’m so excited to be back with Teacher
Created Resources again. I’m here this time to give you a little insight on some math practices
that have best worked in my classroom. Here are my top 5 best practices for teaching math: In &
Out Tickets, Scavenger Hunts, Daily Warm-Ups, Anchor Charts, and Whiteboards.

In & Out Tickets

I have little cards (about 1/2 the size of index cards) that I use in my classroom as tickets. I
laminated mine so I can reuse them. The students write on them with a dry-erase marker. You
could also just use a scrap piece of paper and recycle them when they are used. I use them 2
different ways…

1) I pass out the tickets at the end of a math lesson and the students have to answer an “exit
question or equation” on their ticket. As the students leave my room, they have to give me their
ticket. If the answer is correct, they get to move on to the next class. If the answer is wrong,
they have to sit back down and try again. If, after the 2nd attempt, they still get it wrong, I make
a note and work with the student one on one either before or after school (or during work time in
class.) At the door, I keep a clipboard and make note of how the students are doing on their in &
out tickets. If a student consistently has to go back for a second chance, this alerts me that it is
becoming a trend and it’s time for me to do a little intervention work with them.

2) I’ve also used the ticket system on homework. I give them a ticket and tell them it’s their
ticket into the class. Same procedure applies if they get it wrong as with the ticket out. They get
two chances before I work with them individually before or after school or during quiet class
work time.

Scavenger Hunts:

It’s easy to get the students up and moving during math. Send them on a scavenger hunt! If you
are doing a subtraction lesson, give them subtraction problems where the answers lead them to a
room number where the next clue would be located. If you are doing a shapes lesson, show
them shapes and they have to find something in real life that is that same shape and they have to
take a picture of it or draw a picture of it. If you are teaching about time, place clocks all
around the school (or your classroom) and each clock has a new time under it where they have

to find that next matching clock! Math can be very interactive, just get creative!
 Daily Warm-Ups:

Giving my students a quick warm-up each morning when we start math helps get them in the
math mood and helps to reinforce what has already been taught. The old saying “If you don’t
use it, you lose it!” comes to mind when I give them the quick warm-ups. If I teach my students
about telling time and then never ask them to practice, they will lose it. This quick warm-up
gives them that quick practice without having to spend a lot of time doing it. A little each day
goes a long way!

Anchor Charts:

Anchor charts have been around forever..and it’s because they work! I allow students to help me
create them. My philosophy: students who actively participate in the creation of classroom
resources retain the information better.

In this photo, my Kindergarten students helped create anchor charts for 3D objects. We
discussed their attributes and I added them as they discovered them. Then they each got a sticky
note and were able to draw their own 3D object at the bottom of the anchor chart. Sure, it’s easy
to create my own anchor charts before or after school, but using class time to create them WITH
my students creates a lasting foundation for my instruction.
 Whiteboards:

I LOVE whiteboards (or chalkboards if you have those in your classroom). If I could, I would
have a whiteboard installed on all 4 walls of my classroom. Students love writing on them and I
can tell, at a glance, the thought process of my students as they work on the boards. I especially
love using them in math class. It’s so easy to line the students up and rattle off math problems.
The students write the problem on their part of the board and you, the teacher, can stand back
and watch all of your class and can address questions immediately.

If someone adds wrong, you can simply stand behind them and watch their thought process and
correct immediately instead of having to wait to “grade” their work after school. If you do not
have a large board space in your classroom, you can also use this technique with individual white
boards. It gets a little trickier with keeping an eye on all of your students, but it’s still more
effective in allowing me to give feedback more immediately.

I hope these math practices help you in your classroom and your students enjoy them as much as
mine do! Be sure to stop by my blog for more from my classroom!

Reference https://www.teachercreated.com/blog/2014/03/5-best-practices-for-teaching-math/
Math Manipulative Games
JUNE 12, 2014 TCR STAFF COMMENT
Share8

Many teachers know that manipulatives are helpful for teaching math to kids, especially younger
kids. Using physical objects is a hands-on approach to learning math that helps kids develop
math concepts. Pairing number spinners with counters is a great way to teach math by allowing
kids to problem solve and count. Here are some great math games to play using math
manipulatives and number spinners.

Addition & Subtraction Manipulative Games for Pre-K, Kindergarten & 1st Grade

Practice basic addition and subtraction facts by having students spin a number spinner, this will
be the first value. Then have the students spin again on another number spinner, this is the
second value. Have the students subtract the second number from the first. Have the students
state their answers and show them using counters.

Here’s another game you can play using number spinners:

 Number Sense and Place Value Game for 2nd – 3rd Grade

Have students practice spinning any of the number spinners and then call out the number they
land on. Students can write the number down in word form, to practice the correlation between
the word and the numeral representation.

Have students practice this with larger numbers, asking them to spin twice or even three times to
make two-and-three-digit numbers. For example, if a student spins three times, and first spins a
3, then a 6, then a 9, he or she should write down the number 369.

Then have them write “three hundred sixty-nine” next to the numerals. Have students practice
comparing different numbers they spin. If they first spin the above number (369), then an 8, a 2,
and a 1, student should write: 369<821.

References https://www.teachercreated.com/blog/2014/06/math-manipulative-games/
Good Behavior Rewards Cards
AUGUST 27, 2014 TCR STAFF COMMENT
Share9

Need a way to reward good behavior in the classroom? Use a rectangular accent piece or thick
card stock to make a rewards card for each student. Write each student’s name in the middle of
the rewards card and use a hole puncher to give hole punches to students when they are
demonstrating good behavior. Keep the rewards card in a visible place on the student’s desk.
This way, you can check to make sure that you are not missing a student or unfairly giving one
student too many punches on his or her card. Randomly reward good behaviors such as the
following:

-Completing work assignments

-Following instructions well
-Studying with another student
-Attention to task
-Helping another student
-Showing kindness to fellow students

Set a time limit on the card’s use, such as a new good behavior reward card every two weeks or
so. You will find that students will count the number of holes they have earned. This makes the
card a constant reinforcer of good behavior. If you are a preschool on kindergarten teacher, have
students thread a string around all the holes when their rewards card is full. Threading is a great
way to strengthen fine motor skills.

Have a special reward or treat when each student has earned a set number of hole punches.
Students must know they are working to attain a goal.

References https://www.teachercreated.com/blog/2014/08/good-behavior-rewards-cards/
7 Great Ways to Use Pawn Game Pieces
JUNE 20, 2016 TCR STAFF COMMENT
Share

Pawn Game Pieces are versatile and make learning fun! You can use manipulative pawn pieces
in and out of the classroom. It perfect for fun summertime learning! Prevent summer slide and
use Pawn Game Pieces for the math activities below:

Addition
Have children count out each number to be added and then combine the amounts. They can use
two different-colored pawn pieces to represent the two numbers.

Subtraction
Have children use the pawn pieces to practice the concept of subtraction. They can do the
problems on paper first and then use the pawn pieces to check their Arithmetic.

Multiplication and Division

If multiplying, children should pre-group their pawn pieces. For example, if they are working on
multiplying by 3, have them make several groups of 3 pawn pieces each. If dividing, they should
separate the number into groups the size of the number being divided. For example, if
dividing 12 by 4, they should separate the 12 into groups of four.

Place Value
Children can group pawn pieces into piles of ten. Then they can practice using numbers both in
the ones place and the tens place. When they are ready, they can stop grouping them and just use
one pawn piece in a different color to represent ten.

Fractions
Put some pawn pieces of different colors in a group. Have students record how many pawn
pieces were used total and how many are of each color. Explain that the total number of pawn
pieces makes the denominator while the pawn pieces of one color make the numerator. Have
them practice writing the numbers in fraction form.

Probability
Ask children: “If you put 10 red pawn pieces, 5 purple pawn pieces, 3 green pawn pieces, 2 blue
pawn pieces and 1 yellow pawn piece in a jar and then pull one out without looking, what is the
probability you will pull out the yellow pawn piece?” Have them explain their answers and then
try it out. You can have them record their results. You can also ask them to write their results in
fraction form. When they are done, see if their results matched their predictions, or if they came
close. They can go through this process more than once.

Negative Numbers
You can use a pawn piece of one color to represent positive numbers and another color to
represent negative numbers. Students can add negative pawn pieces to positive ones, grouping
each negative with a positive to avoid confusion.

For example, if you have the problem

4 + -3, count out 4 pawn pieces of one color to make positive 4. Then count out three pawn
pieces of another color and place each one next to the other pawn piece, showing that a negative
number cancels out a positive number. You can also move them off to the side. There will be one
positive pawn piece remaining.

You can use all different manipulative and counters. For more fun math learning activities,
see math manipulative games.

Reference https://www.teachercreated.com/blog/2016/06/7-great-ways-to-use-pawn-game-pieces/
Four Best Practices for the Math
Classroom
A math teacher shares lessons learned and alternative strategies he's discovered during his
teaching career

By: Jeff Crayton

POSTE D: 1 0 / 2 4/ 17
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One of the best things about being an educator is that you never stop learning. Even after
twelve years in the classroom teaching the same classes each year, I still find myself learning:
new concepts, new ways to teach old concepts, new methods of teaching, etc. Here are just a
few of the things that I have learned over the past several years that you might be able to try in
your own classrooms!

Always teach on grade level

Instead of spending time teaching unfinished learning that is not on grade level, try
incorporating math concepts that are necessary in the moment as a “sidebar” with students. Just
because a student is not on grade level for a particular topic does not mean that they cannot
access grade-level content. For example, a student in high school who is weak in integer
operations can still master solving systems of equations and should not be kept from this
grade-level content because they did not master integers. The Coherence Map is a great
resource for determining what your students should know, identifying potential weaknesses in
their prior knowledge, and providing tasks for them to master previous standards while staying
on grade level.
Give multiple mini-assessments
Instead of waiting until the end of a unit to assess students, try giving mini-assessments to
check for understanding throughout the unit. There are multiple options for quick and easy
assessments to see where your students are. One of my favorite student self-assessments is the
“fist-to-five” routine. In order to see if a student feels ready to practice on their own or needs
another example, students hold up anything from a fist-to-five with a fist being totally lost and
five being ready to move on. This provides students an opportunity for self-reflection and
allows you to adapt your lesson based off of immediate student feedback. Mini-assessments
allow for a quick check for both the student and the teacher to know if material should be
reviewed before moving on. Check out this example of a fourth grade fractions mini-
assessment on achievethecore.org.
By using these two questions, a teacher can quickly see where a student stands on equivalent
fractions. Each question provides a different aspect of equivalent fractions that would show a
teacher what specific aspect students might not have mastered.

Learn (and accept) multiple methods of solving a problem

Instead of teaching only one method for solving a problem, allow students a choice of multiple
options to complete the same problem. The ultimate goal in a math classroom is for students to
become mathematical thinkers, not replicators of their teacher. Solving equations is a perfect
illustration where one method can hinder students’ ability when equations become more
complex. For example, in problem 5 (from the Achieve the Core eighth grade mini-assessment
on solving equations), one student might choose to distribute the 8 first while another student
might choose to divide both sides by 8. Since these are both mathematically correct, teachers
should not force students to solve the equation in only one way.

While there are more efficient ways to work with most mathematical concepts, students should
be allowed to use whatever method they are comfortable with as long as it is mathematically
sound. If students are flexible mathematical thinkers, they will be more capable of applying
concepts to any challenge they may face later.

Work Collaboratively
Instead of being an isolated island in your own class, work together with other teachers in your
same grade or subject level. As experts in the educational field continue to research and
discover best practices, they are realizing that collaboration with others is the best practice to
ensure student success. As teachers work together, lessons and assessments become more
aligned and engaging for students. The more students are engaged and discussing mathematics,
the more they are learning.

Reference https://achievethecore.org/aligned/four-best-practices-for-the-math-classroom/
11 Essential Strategies in
Teaching Math
Even veteran teachers need to read these.

Caralee Adams on January 2, 2019

We all want our kids to succeed in math. And, in most districts,

standardized tests are the way understanding is measured. Yet, no one
wants to teach to the test. Being intentional and using creative
approaches to your instruction can get students excited about math.
These 11 essential strategies in teaching mathematics can make this your
class’s best math year ever.
 1. Raise the bar for all.

It can be a challenge to overcome the socially acceptable thought I was

never good at math, says Sarah Bax, a math teacher at Hardy Middle
School in Washington, D.C. Rather than being born with or without
math talent, kids need to hear from teachers that anyone who works hard
can succeed. “It’s about helping kids have a growth mindset,” says Bax.
“Practice and persistence make you good at math.” Tell students about
the power and importance of math with enthusiasm and high
expectations.
2. Don’t wait—act now!
Look ahead to the specific concepts students need to master for annual
end-of-year tests and pace instruction accordingly. “You don’t want to
be caught off guard come March thinking that students need to know X
for the tests the next month,” says Skip Fennell, project director of
Elementary Mathematics Specialists and Teacher Leaders Project and
professor emeritus at McDaniel College in Westminster, Maryland.
Know the specific standards and back-map your teaching from the fall
so students are ready.

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3. Create a testing pathway.

Use formative assessments to ensure that students are understanding the
concepts. What you learn can guide your instruction and determine next
steps, says Fennell. Testing is not something separate from your
instruction. It should be integrated into your planning. Instead of a quick
exit question or card, give a five-minute quiz to confirm students have
mastered the math skill covered in the day’s lesson. A capable digital
resource designed to monitor your students in real time can also be an
invaluable tool, providing actionable data to inform your instruction
along the way.
4. Observe, modify, and reevaluate.

Walk through your classroom as students work on problems and observe

the dynamics. Talk with students individually and include “hinge
questions” in your lessons plans to gauge understanding before
continuing, suggests Fennell. In response, make decisions to go faster or
slower or put students in groups.
5. Personalize and offer choice.

When students are given the opportunity to choose how they learn and
demonstrate their understanding of a concept, their buy-in
and motivation increase. It gives them the chance to understand how they
learn best, agency over their own learning, and the space to practice
different approaches to solving math problems. Give students a variety
of options, such as timed exercises, projects, or different materials,
to show that they’ve mastered foundational skills. As students show
what they’ve learned, teachers can track understanding, figure out where
students need additional scaffolding or other assistance, and tailor
lessons accordingly.
6. Encourage math talk.
Engage students during conversations about their work and have them
describe why they solved a problem in a certain way. “My goal is to get
information about what students are thinking and use that to guide my
instruction, as opposed to just telling them information and asking them
to parrot things back,” says Delise Andrews, who taught math (K–8) and
is now a 3–5 grade math coordinator in the Lincoln Public Schools in
Lincoln, Nebraska. Instead of seeking a specific answer, Andrews wants
to have deeper discussions to figure out what a student knows and
understands. “True learning happens a lot around talking and doing
math—not just drilling,” she says.

7. Seek to develop understanding.

Meaningful math education goes beyond memorizing formulas and
procedures. Set high goals, create space for exploration, and work with
the students to develop a strong foundation. “Treat the kids like
mathematicians,” says Andrews. Present a broad topic, review various
strategies for solving a problem, and then elicit a formula or idea from
the kids rather than starting with the formula. This creates a stronger
conceptual understanding and mental connections with the material for
the student.

8. Choose meaningful tasks.

Kids get excited about math when they have to solve real-life problems.
For instance, when teaching sixth graders how to determine area, present
tasks related to a house redesign, suggests Fennell. Provide them with
the dimensions of the walls and the size of the windows and have them
determine how much space is left for the wallpaper. Or ask them to
consider how much tile is needed to fill a deck.

9. Allow for productive struggle.

When giving students an authentic problem, ask a big question and let
them struggle to figure out several ways to solve it, suggests Andrews.
“Your job, as a teacher, is to make it engaging by asking the right
questions at the right time. So you don’t take away their thinking, but
you help them move forward to a solution,” she says. Provide as little
information as possible but enough so students can be productive.
Effective math teaching supports students as they grapple with
mathematical ideas and relationships. Allow them to discover what
works and experience setbacks along the way.

10. Build excitement and reward progress.

Consider having students earn points and receive certificates, stickers,
badges, or trophies as they progress. Weekly announcements and
assemblies that celebrate the top players and teams can be really
inspiring for students. “Having that recognition and moment is
powerful,” says Bax. “Through repeated practice, they get better, and
they are motivated.”

11. Encourage teacher teamwork and

reflection.
Collaborate with other teachers to improve your math instruction skills.
Start by discussing the goal for the math lesson, what it will look like,
and plan as a team to be most effective. “Together, think through the
tasks and possible student responses you might encounter,” says
Andrews. Reflect on what did and didn’t work to improve your practice.
We’d love to hear what you feel are the most important strategies in
teaching mathematics. Share your ideas in our WeAreTeachers
HELPLINE group on Facebook.
Plus, check out why it’s important to honor all math strategies.

References https://www.weareteachers.com/strategies-in-teaching-mathematics/
Best Practices in Teaching Mathematics

1. Learn the students’ names early in the semester, in the first week for sections ≤ 45 students.

2. Arrive to the classroom several minutes early to every class. Never be late. End class on time.

3. Prepare for class. (See the comments given later about what to prepare and not to prepare.)

4. Show respect for students at all times. Never speaking in a demeaning or sarcastic way. Avoid cynical
or sarcastic humor. Remember that they may feel attacked by comments or jokes that you think are
harmless – be careful.

5. Speak with a loud enough voice so that everyone in the room can hear.

6. Write on the board clearly.

7. Reduce distractions. Close the door to keep hallway noise out. Don’t permit students to read the
newspaper in class or use electronic devices in ways unrelated to class. Don’t permit students to be
distracting to their classmates. Call on offenders by name and involve them in the discussion without
embarrassing them.

8. Make regular eye contact with each student.

9. Encourage questions and answer the students respectfully. If answering a question would derail the
lecture, indicate so and offer to provide an answer to the student at a future time (perhaps during an
office hour).

10. Return graded exams and assignments promptly, the next class period. (Be firm with your homework
grader about this.)

11. Avoid mannerisms that would be distracting to the presentation or that might embarrass others.

12. Hold office hours at reasonable times and always be there during those times. Make the students
feel welcome when they come to you for help. Encourage student consultations. Keep your office neat
and clean.

13. Don’t attempt to work through a complicated example or proof without having gone through the
details in advance. You should give a lot of motivation for complicated proofs and make sure that
students can see the big picture of the argument.

14. If you use technology to make a presentation, learn how to set up the equipment and practice the
technology before attempting to make a presentation with it. Class time should not be spent fumbling
with a projector or having issues with software not working. If you use software, limit its use to the
more familiar titles such as Mathematica or Maple.
15. Look for opportunities to incorporate concepts from previous chapters/sections in the context of
new material. This keeps students fresh on the older material and helps them see how concepts build
upon one another.

16. Find opportunities to incorporate humor in your presentation (however, never at a student's
expense).

17. If you have a superior method of presenting/motivating a concept, explain the advantages of your
method. If possible, find something good to say about the method used in the text.

18. Watch for confused or distracted looks. Call on those people by name and ask what their confusion
is.

19. Do an anonymous course evaluation in the middle of the course. Tell the students that you don't
get to see the real ones until the end of the semester. This way they can provide feedback 2 that you
can act upon right away.

Ask only two questions:

1. What about the class is most helpful to your learning?

2. How could I better help you learn?

20. Regularly ask students (both in class and in office hours) how you could make the course better so
they will learn more. They see you care about them, but they also see that the point is to learn more,
not just to have fun.

21. Tell your students, well in advance, what kinds of questions and topics will be on the exams so that
they may effectively prepare for the exams.

22. Prepare a study guide so students can see what is most important, otherwise they may not realize
that Theorem 4.1.4 is more important than Theorem 4.1.3. You know Pappas is less important than the
Mean Value Theorem, but they may not realize that yet.

23. Verify that every exam problem can be solved using the methods taught in the text or by using
supplementary methods that you have introduced to the class. If you use notation that does not match
the notation in the text, have a good reason and explain that reason (along with the differences in
notation) to the class before the exam.

24. The questions on your exams should correlate with the course objectives and with your study
guides.

25. Hold review sessions for exams in a classroom instead of your office. Students who are intimidated
by office hours will come to a review session.

26. Curve exams immediately – during the semester, never wait to do this.
27. Provide students with clear assignments and with a reasonable schedule for completing their
work. Clearly explain your grading policies on the first day of class.

28. Collect homework every time you meet. Never let students go more than three calendar days
without doing some work; they procrastinate and then feel overwhelmed. They also aren’t prepared
for class without working.

29. If possible, plan some slack time in the schedule for the term. Use the slack time to review. Don’t
give them a complete break – use the time productively to review or supplement.

30. Emphasize the importance of work over native intelligence. Repeat this in various ways for at least
10 seconds every class period.

31. In lower courses like calculus, have them put down their pencils periodically and give them a
problem they can do in their heads. Some are actually surprised to find they can think without a pencil
or calculator. It introduces them to the habit of thinking in class.

32. When you ask them a question ‐‐ wait at least 10 or 15 second until you get an answer, and don't
necessarily accept the first correct answer you get.

33. Focus on the shy ones (gently) until you get them to confirm or deny the answer given.

34. Reward them for catching your mistakes.

35. Tell students that if they have a question about a homework problem, then they should write the
problem number on the side board before class. If the problem number is already written on the board,
then they should put a check next to it. Then when class begins, you can look at the side board and have
a feel for how well the students did on the homework and which problem caused the students the most
difficulty. If there is a problem with a lot of checks next to it, discuss that problem in class.

36. When students can see that you care about what you are teaching, they are more likely to care
about it too.

3 What to prepare and what not to prepare The wrong kind of preparation can be worse than
no preparation. What is important is the following:

1. Students should feel that your class is organized. They should know what you are doing and
why, almost all the time.

2. Complicated arguments should be broken down and outlined in such a way that students can
see how each part contributes and why it is important. They should see the big picture of what the main
ideas are and not feel bogged down in minor details. Students can’t distinguish between minor details
and key steps without your help.
 3. Students need to see and remember why you are proving this theorem, how it connects to
the rest of the class, and what its implications are BEFORE you get into the details of the proof, as well
as being reminded again in the middle of the proof, and again at the end.

What you should NOT prepare are:

1. Intricate details that even you can’t follow without staring at your notes – if you can’t look up
from your notes, they can’t follow you.

2. Too much material to allow questions and discussion.

3. Technology demonstrations that don’t contribute much more to student understanding than
you could have done by hand. Technology always takes time to set up, get displayed, explain and
troubleshoot. All that time could have been used to explain something – be sure it is worth it.

4. Many overhead or PowerPoint slides. They almost always make you rush, make it hard to
take notes, make it hard to see student’s faces, and make it hard to answer questions on the fly. Only
use slides for pictures or diagrams you can’t draw quickly – rarely for text or equations!

5. Elaborate lecture notes when you already have a textbook. 6. So much preparation that you
sacrifice your research time.

References https://www.math.csi.cuny.edu/Courses/BestPracticesTeaching.pdf