“There is no such thing as a worthless conversation, provided you know what to listen for. And questions are the breath of life for a conversation.”     -James Nathan Miller

“You were the first person to stop talking at me and give me something I could move in Algebra. Today was the first day I understood—really understood what I was doing.”     -Algebra student exploring polynomials in the Manipulative Station

The previous statement made me think about conversations that encourage, build, and are productive in an educational setting. These types of conversations are vital in a math classroom. While working with schools over the last month, I decided to listen closely in classes who use Tabor Rotation. Here are a few of the things I overheard.

“I want you to work with a partner reviewing your vocabulary cards for the next 3 minutes. After you’ve worked with your partner, we’re going to play a game to help you remember your words.”

I saw partners working together, in this classroom, during the warm-up described above and during the Whole-Group Mini-Lesson. During the whole-group lesson, the teacher would instruct for about five minutes, then give the partners a chance to explain what they were thinking to each other or solve a problem together. 100% of students were on-task and engaged.

“One of the teachers in our cluster has developed an observation chart for the coming unit so we’ll be able to better determine each student’s depth of understanding for the important concepts. This will also help us form readiness groups.”

This type of statement from a faculty is amazing and speaks to the high level of professionalism at this school. Not only did these teachers plan for pre-assessment, give the pre-assessment, use the pre-assessment for planning their unit of study, but then they planned for consistent and meaningful on-going assessment. They truly believe in teaching what is needed only to those who need it.

“You have a Menu of Options for the rest of the week. The materials you need are in the buckets with the corresponding number on the menu. If you have any questions, please see the leader or co-leader of your team.”

After the teacher briefly reviewed the tiered Application Menu of Options for Days 4 & 5 of Tabor Rotation, the students immediately made their choice and went to the correct location for their materials. The materials were in numbered buckets and were also color-coded for easy identification. This grade level was well organized in the independent/partner work so they could meet with more readiness groups formed to meet specific needs of students.

“You have your chapter quiz on your desk. While you are working the co-teacher and I may pull you for a few minutes to work with you at your level. You’ll have plenty of time to finish the quiz and go on to Anchoring Activities.”

What a wise use of time during a short quiz and while a co-teacher was in the room. The sound level in the room never rose above a whisper and there wasn’t a minute of wasted time in the classroom. Both teachers were working with small groups and said that planning together for their readiness groups made the difference to the students.

“Materials Managers, please collect the geometry foldables that were used as reference during the test.”

This is an example of a Tabor Rotation teacher sponging up every spare minute. He taught until three minutes before the bell rang, but had plenty of time for clean up because every student in the class has an active role in the classroom and knows how to do their job. Before the bell rang, the classroom was back in order and the students were practicing simultaneous interaction by sharing what they learned that day with a partner.

“I can’t figure this out…but if you’ll explain it to me again, I might get it!”

This statement was made by a student who was playing a game with her team. The teacher had given an overview of the rules to the entire class and the team leader had explained the rules, but the student still didn’t understand. It said volumes about the atmosphere established in this classroom that a student would feel comfortable sharing this with her team. Being actively engaged with a team gave this student the medium for this type of discussion.

“I know you’re up there in your ability with these concepts, so I want you to try the top line of the Application Menu of Options. You can do it!”

A truly differentiated classroom is guided by a teacher who has anticipated different levels of understanding of the concepts for the week and has prepared for that difference. The Application Menu of Options in this class had on-level activities, approaching level activities, and above-level activities. The teacher was circulating in between readiness groups when he made this statement to a student who was hard at work. He was qualitatively challenging this student at her level of understanding.

“We’d really like to thank one of our teachers for developing real-world activities for the concepts. It really helps us teach difficult concepts to students when they have a connection.”

If the brain learns best when it makes a connection to the information, how do you do this when teaching complex, higher-level concepts? This faculty knows how important it is for the student to make a real-world connection and spent time, before the unit began, developing real-world activities that would help the students make connections to the concepts. So many adults wish they had this type of instruction in high school. These teachers are ensuring that their students have a deep understanding of the concepts and know why they’re learning them!

“The first table ready for rotations earns $10. If every table is ready when the timer goes off, then every table wins.”

This teacher is using extrinsic motivation to encourage his students to transition into the new class period and be ready for the rotations to the four stations that will explore the week’s concepts. The activities at the stations were engaging and the teacher used both intrinsic/engaging and extrinsic/rewarding methods to make the most of his mathematical minutes.

What can be overheard in your classroom? Does the conversation reflect that you are trying to move every student just a little bit further than they were the day before?  Hope so…

“Anyone who thinks the art of conversation is dead ought to tell a child to go to bed.”     -Robert C. Gallagher

“No man ever listened himself out of a job.”     -Calvin Coolidge

 “Listen. Do not have an opinion while you listen because frankly, your opinion doesn’t hold much water outside your universe. Just listen. Listen until their brain has been twisted like a dripping towel and what they have to say is all over the floor.”     -Hugh Elliott