The Wednesday Math Lab

For the past year I have been substitute teaching in the Avon Local School District. I've subbed in classes from first to twelfth grade, in special education both challenged and gifted, as well as AP classes at the high school.



Mrs. Strang and a student discuss a worksheet problem.

 A new program was started at Heritage North, the upper elementary school to reinforce math basics for 6th graders with a "Math Lab".  The position was half-time, and consisted of visiting each 6th grade class for one period a week with a cart loaded with this week's activities.  The original teacher mapped out the activities for the entire year, taught for 4 weeks, then was offered a full-time job elsewhere.  I share the job with another sub who does all the other days of the week except Wednesday, when she has a standing volunteer spot in her daughter's classroom.  As I write this, I've been on the job for 6 weeks. 

I spend a period in each of 3 classrooms with my push cart.  The usual procedure is to administer a time test on basic math facts, present a worksheet on a review topic, and collect an "exit slip", a half-sheet with about 3 problems on the topic of last week's worksheet.  After my 3 classes, I use a spare table in the teacher's room to grade papers and record scores.

REFLECTION

This has been a great experience for me.  Two of the problems of being a sub are 1) lack of continuity due to being somewhere else every day, and 2) not really teaching anything.  This assignment has allowed each of these to take place.

In each of the three classes, I now know the kids and they know me.  I really noticed the increase in their level of comfort by the third week, when they had started to figure out what to expect of me and how I ran the class.  Likewise, I was beginning to learn names and personalities.  I soon discovered who enjoys math and who doesn't, who are the clowns, who craves teacher attention, and to some extent, who gets along with whom.  I have learned that there is ALWAYS someone who doesn't follow instructions, and so I repeat them even so they should already know the procedure for a time test.  Now I am having them tell me the procedure.  Each week I attach more names and faces -- the quiet ones are the last to get to know.

Although I am not teaching new material, I always explain the technique being practiced in the day's worksheet.  Usually, I have about 20 minutes to prepare, so the first period class is my "guinea pig" class, and by third period I know better what to say and what not to say.  I use the Active boards when possible for my board work, and answer questions from the group.  As the worksheets are all review material, many get started right away, but there are always some who need to hear that explanation again. 

I find that I'm really enjoying this assignment, as I get to know the students.  For the special needs students, I give feedback to their inclusion teachers when they do well and when they really need work on something.  The regular teachers are very supportive and helpful and make me feel like part of the team.  Although this is not my subject or my age group, I still believe that this will be helpful experience when I get in front of my own class.

STANDARD
State of Ohio Teaching Standards:  4.  Teachers plan and deliver effective instruction that advances the learning of each individual student.  e.)  Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.