Try it out!

In a collaborative process to resolve a conflict between my colleague and me in a math classroom, we encountered a disagreement about the best approach to teaching algebraic equations.  While I advocated for a more traditional method focusing on step-by-step procedures, my colleague favored a more inquiry-based approach emphasizing problem-solving and real-world applications.  Recognizing the value in both perspectives, we decided to engage in a collaborative process.

Firstly, we openly discussed our differing viewpoints, acknowledging the strengths and weaknesses of each approach.  We shared examples of successful lessons we had taught in the past and listened attentively to each other's experiences.  Through this dialogue, we gained a deeper understanding of each other's perspectives and recognized that a blended approach could be beneficial.

Next, we brainstormed ideas for integrating both methods into our algebra curriculum.  We explored ways to incorporate real-world examples and hands-on activities into my traditional lessons, while also finding opportunities for my colleague to introduce problem-solving tasks and inquiry-based projects.

As we developed our plan, we sought feedback from other math teachers and educational experts, incorporating their insights and suggestions into our approach.  We also continuously evaluated and refined our plan based on student feedback and assessment results.

In the end, our collaborative efforts resulted in a comprehensive algebra curriculum that combined the strengths of both approaches.  Students engaged in a variety of activities, from traditional problem sets to real-world application projects, allowing them to develop a deep understanding of algebraic concepts while also honing their problem-solving skills.

Reflecting on the process, I am grateful for the opportunity to collaborate with my colleague.  Our willingness to listen, compromise, and work together ultimately led to a more dynamic and effective learning experience for our students.  By leveraging our combined expertise and creativity, we were able to turn a potential conflict into an opportunity for growth and innovation in our math classroom.

As mentioned on the previous post, I thought about implementing this collaborative approach with my family. My children often times monopolize my phone, want to watch youtube on tv's and other devices, or just want to take off down the street to go play. Meanwhile, I am left upset and frustrated that I can't get done what I need to because there are not enough hours in the day. So we sat down as a family and discussed our feelings. We each shared what we needed to feel content each day- weekends and weekdays. We decided to a to do list of everything I wish to have help with around the house. Each chore or helping hand they lend will allow them 5 minutes of a device, reward,or activity that they choose. I am hopeful it will continue and recognize that I have to follow through on my end to expect it in return!

I recently tried this process with a student who was feeling extremely frustrated with his grades in math and that he couldn't keep up with the pace of the assignments in my class. We worked together to develop a system that would allow him more time to work on his math assignments in school with assistance when necessary. I think that we both felt this system was a great way for him to feel more successful and supported with the material while still holding him accountable to complete the work. He is gaining confidence with each assignment he has completed! 

I think the collaborative process for 6th grade transition has been quite successful.  We have had a few meetings and taken the time to outline each levels objectives, goals, and timelines (elementary & junior high).   The key has been open communication, respectful listening, and a true cooperative approach.  We now have a working plan of who will be doing each task, with the agreement to follow up and reflect on the efficacy afterwards to make adjustments.  Each party is getting exactly what they want, with no compromise.  

There was (and has been for a long time) a lot of back and forth about technology use and chore completion at our house, but this set of interactions has felt like the most productive yet because I was actually an open and honest back and forth dialogue where we both addressed our needs and concerns and did the same for the other person. Though I will never feel happy about brainless technology, I do feel better knowing that she's trying to make better choices and also that I now "get" where she's coming from...

Outcome so far:
Teenager feels like she came out ahead as the winner because she still gets to use her technology while completing her chores. Mom feels a little better about teenager’s technology use because even though she doesn’t love the choices being made, at least they’re not AS brainless as they were before.

In the last post, I talked about using collaboration when working with students who fall behind on homework from being absent often.  I have had to do this several times after coming back from leave.  I needed to meet with students and have conversations about what we needed to do to get them back on track.  After reading Lost at School I knew the approach I needed to take.  It was effective for students to talk through a solution that would work for them and I would be there to support them in what they needed to be successful.  In the last week, I have seen an improvement in attendance and as a result, their homework grade is improving.  I think these students realized in coming to class they would not only learn the material but now they would also have time to start/complete homework in class.  They have the opportunity to work with their classmates and have time to ask me questions if needed.  

 I used this at home with my son.  He often gets home very late from practice and is getting into a habit of working on his homework very late.  Instead, I would like him to complete his work before he leaves for practice.  I want him to learn how to manage his time more effectively and I explained to him why it is important to do his work when he is not tired. I communicated this with my son and I took the time to listen to him about why he waits until night to do his work.  He understood what I said and we developed a solution that worked for both of us.

I used this with my child while trying to get assignments completed at home with more effort into them.
C - I communicated with my son clearly and assertively that we need to put more effort into our work now that we are in 7th grade. I talked to him that my goal for him is to try his best on everything even if he doesn't like the assignment. 
L – I took the time to listen to him on how he is ok with just turning work in and getting it completed. 
U – I tried very hard to understand his perspective and practice empathy when he explained that minimal effort was all he was going to give.
 E - We talked about how that was not acceptable and that I would be looking over what he turned in to try to help him put his best effort in.  I explained how important it was to me that he always tries his best and puts his best effort in.  For me it is not about the grade, but more of what he puts into it.  
I feel he understood that I am not looking for everything to be perfect and all A's but more about did he put his best work forward. He agreed to work as hard as he could as long as I trusted him and not look over everything he turned in, unless his grades were not good. 
I think this was a start to more collaborative conversations with my 13 year old :)

I used this in class with a student who was consistently not completing work.  This was then negatively impacting their grade.  We came up with a solution that the student could come in during their study hall and during my free time to work on their assignments and get help when needed.  This allowed them to not only get their work done but also get the assistance they needed when they were completing those assignments.  The student is not a terrific math student nor do they "love" math so this actually worked out to both of our advantages and the student's grades also improved in the process!

I used the collaborative process to solve a conflict between two students.  I had them both sit down and talk about the needs and wants and to generate a list of solutions.  We discussed each idea and came to a solution that started the next class.  This process seemed to go very well.  The students liked that they were able to problem solve and not just be told what to do.  I will use this process in the future to help solve conflicts in the classroom.

I used the collaborative process recently to work through a conflict with a students classroom behavior (using the Lost at School method) and it did effectively work and also change my perspective on how helpful and impactful this method can be. I also use this method recently with a family member. First we took the time to calmly sit down and listen to each others needs. Just in listening to needs it became clear that the problem could definitely be solved through collaboration and neither party would need to simply compromise. To make sure that both parties had time to share and felt heard we wrote down the main concerns and needs of each party. Next we came up with possible solutions. This took time to ensure that both parities were happy with the solution and that it wasn’t simply one party compromising. We were able to implement the solution immediately with success. I think both parties feel happy with the solution and that their needs were met. I think the largest part in successfully solving this problem was taking to time to hear each parties needs (calmly). Further we plan to follow up in a few weeks to make sure the implementation and solution are still working. Overall this was a timely process but effective. I would love to continue to utilize this with students in the classroom setting and also with colleagues as needed.