By Jerry Brodkey, posted December 21, 2015 —

One of my students’ first assignments at the beginning of the school year is to write a “math biography.” What path have they taken to get to this math class? What works for them in a math classroom and what doesn’t? I get many comments about the stress, anxiety, and even fear that many students feel about learning math. Many who have been successful in math classes believe that they are weak in math, and many are worried about the upcoming year. I remember those feelings from when I was in high school many years ago.

I have to earn students’ trust and build positive relationships not only with the entire class but also with each individual. Each year, each period, the challenge begins anew.

How can we teachers build trust? From the beginning, I emphasize to students that I am not an adversary but someone who can help them successfully learn. The image that I want to communicate to my students says, “Let me offer you an invitation to learn. Let us learn together in a safe, serious, but relaxed environment where every student can succeed.”

Why should they believe me? I try to develop credibility through my actions every day. Instead of many rules, on the first day I discuss student responsibilities, teacher responsibilities, and the joint responsibilities that we all have to make the classroom successful. (See attached sheet.) I try to simplify, focus on learning, and treat students as young adults.

The Right to “Pass”

There is one policy I’d like to highlight: the right to “pass.”

I tell students that one of my goals is to have many discussions in our math class and that I will try to call on each student every day. I’ll ask, “What are you thoughts about this problem? How might you approach it? Can you explain this concept in your own words?” Immediately I see looks of anxiety.

I still remember the terrifying feeling when a teacher would call on me and I didn’t know the answer or perhaps was not paying attention. I remember friends trying to whisper answers to me. These are bad memories, anxiety-filled memories.

To alleviate this anxiety, I give students the option to “pass” anytime I ask them a question. They never have to worry if they don’t know an answer or if their mind is wandering. I ask because I want to know their thoughts. If for any reason they don’t want to respond, all they have to do is say, “Pass.” I simply go on to the next student. Passing won’t hurt their grade or change how I think about them. They can pass once, twice, or every time. But I’ll keep calling on them because I want to hear their thoughts.

Immediately I see looks of relief. The tension in the room seems to dissipate.

The next day I begin to call on people: “Mike, how would you approach this problem?” Mike might answer, or he might say, “Pass.” If he does pass, students look at me to see how I will respond. Am I to be trusted? It is simple: “No problem, Mike. Mary, would you mind telling us what you are thinking as you consider this problem.” If Mary passes, I go on to another student. If that person makes a mistake in answering, the mistake is not critical. My goal is to help students learn, be successful, and change their attitude toward learning.

A couple of years ago all our school district’s math teachers were trained to use specific techniques to improve learning. One technique was creating a set of “equity cards,” one for each student; students would be called on randomly and put on the spot. The goal was to keep everyone engaged. I won’t ever use those cards. For me, creating tension and stress and fear is not conducive to learning.

Instead, building trust and confidence are critical in helping students develop and learn.

JERRY BRODKEY, jbrodpmiler@yahoo.com, retired last June after nearly forty years of public school teaching, the last thirty-two at Menlo-Atherton High School in Atherton, California. The hardest part of retirement, he has found, is missing his students and colleagues, so he hopes to continue teaching in the future. Jerry enjoys hiking, traveling, reading, and sports and is looking forward to spending more time with his family in the San Francisco Bay Area.