Professional Reading Assignment

I chose the Article “Never Say Anything a Kid Can Say!” by Steven C. Reinhart. Even
though this article was published in April of 2000, it is cited in Mathematics Teaching in The
Middle Schools, September 2018 edition, for being years ahead of its time and for being cited
over and over and over again because of its impact in the classroom. This article provides
teachers with steps and rationale to transition to more student-centered teaching, task-based
classrooms, as we have been studying. The article discusses how important it is that kids develop
their own understanding about a new concept, often promoted by the developmental fact that
students enjoy the social aspect of sharing and investigating actively, as we have been taught.
The role of the teacher shifts as these perspectives are put into place. For instance, the
teacher-centered, direct method often gives way to a student-centered, problem-based approach
in which the teacher masters techniques in getting the students to explain their thinking during a
time in their lives when they are self-conscious and insecure or discouraged by negative peer
pressure to not speak out. The teacher’s role, then, becomes a challenge of asking the best
questions possible, and employing strategies that end up getting all students to participate. Even
though it takes patience and practice, students gradually get used to the fact that every time the
teacher is tempted to tell students something, the students are asked a question instead. The
article then points out that crafting good questions is a skill that involves practice. The student
must be encouraged to tell what they know, to think about different ways to solve a problem, and
to be responsive to process question, rather than product questions. Therefore, lectures are
replaced with sets of questions. In the questioning technique, wait time is very important, and not
always calling on the first volunteers to answer questions is also critical, and never allow
students just to blurt out answers.
Also, the teacher’s responses must let students know that their participation is never
optional, and that they will be given time and encouragement to explain their answers. The
teacher must never repeat their answers, but ask students to explain their thinking. In turn, the
students must be encouraged to ask a specific question (not make a statement) when they need
help. Students should be given time to think independently about an answer; then they may
collaborate with another student or with a small group. The class will then come together to
share their ideas about the solution. Developing valuable communication skills, especially in a
math classroom, take time. Beginning with a question the teacher knows the student can answer,
and then building to a more challenging point is also valuable as a technique, especially with
those who are hesitant to answer. I can see that patience is the key not to become overwhelmed
with these strategies. I also question whether or not the typical classroom schedule allows a
teacher enough time to be as patient as we need to be.

Resources:
Edwards, C. (2018 September). MTMS Favorites: “Never Say Anything a Kid Can Say!”
Mathematics Teaching in the Middle School, 24(1,8), p. 19. National Council of
Teachers of Mathematics. Reston, VA: NCTM. Retrieved
https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-
School/2018/Vol24/Issue1/MTMS-Favorites_-%E2%80%9CNever-Say-Anything-a-Kid-
Can-Say!%E2%80%9D/

Reinhart, S. (2000 April). Never Say Anything a Kid Can Say! Mathematics Teaching in the
Middle School (5,8). pp. 467-483.National Council of Teachers of Mathematics. Reston,
VA: NCTM. Retrieved
http://www.nctm.org/Publications/mathematics-teaching-in-middle-
school/2000/Vol5/Issue8/Never-Say-Anything-a-Kid-Can-Say!/