Strategy #2: To share information
and resources...provide guidelines for supporting learning
Story: Jeannette had worked really hard with her 10th graders to get them to take risks during math class. She was so proud of Marian when she went to the overhead, explained why she disagreed with Mark’s conjecture and offered an alternative one! She wondered why Marian looked so down the following day when they were discussing last night’s homework problem. When she approached Marian after class, Marian explained, “I don’t see the point in all this talking about math. Last night my dad showed me the easiest set of steps to follow to solve the equation. We didn’t have to take all this time to agree or disagree—I just did the problem!” When Jeannette called her mentor after school to talk over the situation she asked, “I’m glad Marian’s dad is there to help with homework, but what am I supposed to do if his approach is undoing the progress I’ve made with Marian?"
- What are possible differences in how Marian’s dad and Jeannette think about learning math and the ways one goes about teaching math?
- How can Jeannette help Marian’s dad stay involved with Marian’s learning without giving her conflicting messages?
The Parent subject matter guide tool could be a useful way for Jeannette and her mentor to think about working with parents.