**By Tim Hickey July 18, 2016 —**

“The best way for a student to get out of difficulty is to go through it.” —Aristotle

“I fear not the man who has practiced 10,000 kicks once, but I fear the man who has practiced one kick 10,000 times.” —Bruce Lee

“Mastering
a skill requires a fair amount of focused practice. . . . It’s
not until students have practiced upwards of about 24 times that they reach
80-percent competency.” —Robert Marzano,
Debra Pickering, and Jane Pollack in *Classroom
Instruction That Works* (2001, p. 69)

“There
is a consistent progression to the lessons of . . . champion teachers. . . .
It’s best described as I/We/You. . . . Others use the terms *direct instruction*, *guided practice*, and *independent
practice*.” —Doug Lemov in *Teach Like a Champion: 49 Techniques that Put Students on
the Path to College* (2010, p. 71)

My name is Tim Hickey. I teach math, and I give my students worksheets. In a way, it feels like confessing a sin to say it. Modern edu-culture frowns on the worksheet for its inability to engage students and its inauthentic, out-of-context existence. And yet, the best teachers I know give their students worksheets. Why? I would point to three reasons.

First, practicing math problems provides students with the opportunity to improve their math skills. This simple, common sense statement is rooted in historical pedagogical tradition (see Aristotle quote above), evident in other arenas of life (see Bruce Lee), and supported by leading educational researchers and authors (see Robert Marzano and his colleagues as well as Doug Lemov). So I give worksheets. Let me be clear that students need an overall balance between out-of-context practice and authentic, applied problem solving. But the latter cannot happen without the former. I have written in my past five blog posts here on the value of project-based learning and integrating technology into the mathematics classroom, and I believe passionately in the value of both to engage students and enrich their lives. But, to use a basketball analogy, you’re more likely to make a free throw in a game if you’ve spent hours doing it in practice.

Second, teachers are busy. We have a perpetual list of a thousand things to do, and if we can get through a few hundred in any given day, then the job is well done. That is just the reality of teaching. Giving my students a worksheet gives me the chance to get through my day with my sanity intact. Not every lesson can possibly be 3D printing and real-world modeling, nor should it be. Giving worksheets every day is lazy; however, giving them strategically is practical and pedagogically sound. We all know that many teachers burn out early in their careers. If giving the occasional worksheet allows a great teacher to stay in the classroom longer than a handful of years, then that is a net win for students. I would note that I have crafted some of my best future lessons on days when I have carved out planning time for myself because I just gave a worksheet in class that day. The long-term gain was worth the short-term expediency.

Third, practicing math problems fosters joy and inspiration in students. Seriously. The better one is at math, the more fun it becomes. To be sure, students can practice in a variety of ways. For instance, the attached Black and Gold worksheet requires students to work together on product rule and quotient rule. And I do believe that highlighting to students the specific ways that they have improved their math skills (e.g., “You’ve worked so hard at dividing fractions this year, and it’s really paying off!”) is crucial, because fostering metacognition in students is key to developing their growth mindset. But some form of practice for students is required in the mathematics classroom.

Worksheets provide practice, practice leads to improvement, and improvement is fun and inspiring. So go ahead and give that worksheet. Your students will be just fine, and so will you.

Tim
Hickey is a Nationally Board Certified Teacher and the math department chair at
Monticello High School in Charlottesville, Virginia.

## Leave Comment

## All Comments

Constantino Jose Machado de Sousa- 6/3/2017 4:22:25 PM'' Every nation will be unhappy as long as it does not educate its children '' ... and '' being educated is the only way to be free. ''

"The interdisciplinary study room from elementary to university Professor Paulo Freire, located at the Polyvalent State School II, Getúlio Vargas neighborhood in Bagé - RS, coordinated by Professor Constantino de Sousa, presents to all lovers of knowledge his established methodology of teaching partner Individualizing. '' Teaching is based on lessons and informal discussions where students can help one another. Living and learning together is an important part of the already successful studies in our teaching laboratory.

Our method of teaching is called Logarithmic Learning, which means that if a student can solve a problem, he explains it to another and then these two to two others, these four to four others, and so on. Thus "N" students learn to solve problems in (logN) '' in base 2 '' STAGES. ''

I highly recommend interacting on the earth letter site, for me it is the most important thing that was produced in the 20th century. And a great international consensus, with 16 articles that guide us as human beings in our address. This should guide everything and everyone, governments and society. We should learn to be a doctor, engineer, driver, policeman, teacher, priest, soccer player, based on the ground chart. Then we would live in a worthwhile world. From now on I have the support of my friends and any doubts you can ask me.

What is the Earth Charter?

Http://www.facebook.com/l/oAQE8P_TPAQGIxcOgEqQGSg2X7P4uMojxwF57BQ8v69MN0g/www.cartadaterrabrasil.org

The Earth Charter is a statement of fundamental ethical principles for building, in the 21st century, a just, sustainable and peaceful global society. It seeks to inspire all peoples to a new sense of global interdependence and shared responsibility aimed at the well-being of all ...

Note: Let's roll up the sleeves in favor of education for all of fundamental to postgraduate, since I already count with the support of lovers of knowledge to fully commune the pedagogy of Paulo Freire our immortal educator.

Mailing Address:

Professor Constantino Jose Machado de Sousa

RUA IBRAIMA VAZ, 50 (PO Box, 126)

ZIP CODE. 96415-540 / Bagé / Rio Grande do Sul / Brazil

Phones: (53) 3242 1665 / / 91551466

Email: constantinosousa@uol.com.br

## Reply processing please wait...

John Golden- 7/23/2016 12:04:39 PM## Reply processing please wait...

Cindy Morris- 7/22/2016 5:03:11 PM## Reply processing please wait...

Natalie Perez- 7/20/2016 4:40:52 PM## Reply processing please wait...

Brian Lawler- 7/18/2016 6:24:12 PM## Reply processing please wait...