This morning I spent some time at one of our elementary schools, in a second grade classroom. I am working with this teacher during math time. She and another teacher are exchanging students to give more leveled instruction, and this teacher has taken the kids who are struggling the most with math topics. Currently, she is working hard on strengtheningĀ their math fact fluency, adding and subtracting within 20.

The lesson started with a number of the day, adding and subtracting 1 and 10 from the number, and have students discuss how they did this and what patterns they were noticing. They were able to use fingers, number lines and 100s charts. She did a great job working with the entire group, there are several SpED kids in this group, three that I could identify with hyperactive issues. She spoke in a low voice, very peacefully and most of the kids were engaged for a majority of the time. The next step was to work on several problems adding and subtracting 2 from different numbers, and identifying patterns while they did this work. Again, the students were asked to share what they did and how they thought about the problems. The teacher used several different statements in asking the kids to subtract: “What is six minus two? What is two less than five? If we start with seven, and remove two, what is left?” The kids didn’t bat an eye when she changed the way she was asking the question. It was great to see them learning and responding to different ways of hearing and seeing the same thing.

For the last 15 minutes I worked with four of the students in a small group, the three hyperactive and one other. The teacher was working with the large group on subtracting two-digit numbers using the algorithm, and she told me I could do whatever I felt would be useful with my group. Not knowing the kids, I started with some blocks, subtracting some of them and asking them to identify how many were left, how they knew it, and writing an equation to match the math we were doing.

After a couple of those, which they followed very well, I put the blocks away and asked them to write an equation on their papers that I gave to them, then use a 100s chart to solve the problems, and explain how they did this. One girl immediately was able to “jump back” an appropriate number on the 100s chart and show me this by counting backward from the original number. The other three really struggled with this. Some of the issues: inability to focus long enough to understand the question I was asking, too busy writing on someone else’s paper to write down what they needed, just not interested.

I am challenging myself to figure out something to try with these kids. It’s hard to step into a classroom and work with the hardest group immediately and feel successful, so I’m not kicking myself for this. I’m just wondering what would be good to try, and how to interact with these kids at a better level of engagement. Now that I know exactly what she is working on in the classroom, and have a better idea of the needs of these kids, I’m really going to work on creating something to try with them. I’m loving the challenge of thinking about how to engage and stretch these kids to a new level. This is the group of kids I enjoyed working with at the high school level, second grade is definitely a different challenge.

After class, the kids went to lunch and the teacher and I chatted about the class. She discussed her desires for these kids, and told me she spoke with one of the third grade teachers to figure out where to put the focus and what to leave out, so she could best prepare the kids. I love how reflective she was about the kids, their “real life” issues and how it affects their learning, and working on ways to meet their needs and prepare them the best she could. We talked about some possibilities we could try in future lessons, and I am looking forward to collaborating and reflecting more with her as we walk this challenge together.

What a great experience and opportunity for me to grow even more this year.