Deciding on an area of focus

Area of Focus - Algebra 1 classroom

Image 1:  Area of Focus - Problems

Image 2: Area of Focus - Questions

Area of Focus Summary with some Critical Questions Identified

As I started brainstorming, I realized that the area that I am most concerned about in teaching is Algebra 1.  This class is required for all students to pass for graduation from high school.  In addition, Algebra 1 is not offered in differentiated levels, meaning that Algebra 1 Honors does not exist.  Because of this, the Algebra 1 classes contain a huge mix of students.  On one hand, ninth graders that are good in math and want to continue on to college are placed in Algebra 1.  On the other hand, 20 year old students that have failed Algebra 1 several times, but still are trying to graduate, may also be in the same class.  I have found from substitute teaching that you can get many students in an Algebra 1 classroom that do not want to be there and disrupt the class constantly.  Since new teachers are usually assigned to the lower level courses, there is a high possibility that I will be teaching Algebra 1 after I receive my degree.  I’m nervous that I will not be able to successfully teach a class of such diversity in so many areas.

               Additionally, high school math veers away from manipulatives and alternative hands-on learning techniques.  The thought is that they are preparing the students for college.  Since many of the Algebra 1 students are not planning on going to college, it might be more appropriate to use these types of instructional methods in this class.           

I created two maps for this exercise.  The first map that I created listed some of the problems that I see in an Algebra 1 classroom.  The second map takes these problems and splits them into three areas that I feel need to be addressed; instructional challenges, classroom management challenges, and parent challenges.  Under those headings, I listed some general questions that would need to be addressed in each of these areas.  These general questions deal with how to engage all students in instruction, how to use instructional techniques to teach all students, how to get parents involved in a high school classroom, and how to effectively use good classroom management techniques to maintain learning in a classroom that is this diverse.  Based on these general questions, I have come up with the following critical questions.

·        How can I improve student learning in my classroom using differentiation techniques?

·        How can I improve my instructional methods in order to engage students in Algebra 1 that do not want to be in the class?

·        How can I improve my classroom management skills to handle situations in which a student is belligerent and disrespectful to the teacher and constantly challenges her authority?

·        How can I improve my classroom management skills to handle situations in which many students in one class are not interested in math and continuously disrupt instruction and class activities?

·        How could I increase parent knowledge and involvement in my Algebra 1 high school classroom?  Would this help with students’ learning?

·        What are the impacts of using manipulatives, such as algebra tiles, on student understanding of equation solving processes in Algebra 1?

·        How can I encourage students to do their daily homework assignments, which are a necessity for learning in an Algebra 1 classroom?