June 21, 2006
What have you and your colleagues seen in the past as "limitations" to the student-centered teaching of mathematics? What is the status of your current thinking regarding these "limitations"? How do you envision "engineering" as a way of shifting thinking from "limitations" to "constraints"?
I still see student behavior as a major limitation to the student-centered teaching of mathematics. Talking with my collegues during the school year, I found that many of them have the same issue. I know the students are supposed to be so engaged and motivated until their behavior should be in check, but based solely upon the students I teach, I know behavior is going to be a major limitation when I try these methods. Maybe I can shift from limitations to constraints by shifting my thinking to realizing that my students may not learn as much (in terms of quantity) per day through student-centered teaching but the small amount they may learn will be quality.
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That's true. I think our schools are very similar. Student behavior and general apathy are limitations where student centered teaching is concerned. A lot of my students want to be spoon-fed or they'll refuse to even attempt the work.
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