When Teachers Review Each Other Instead of the System

You hear teachers remind kids of what they should have learned last year. Ninth-grade teachers question what eighth-grade teachers did. Sixth-grade teachers wonder what students spent the year doing in fifth grade. The pattern stays the same. We blame instead of communicate because it's easier to do than deal with the real issue.

Recently, I sat with a group of elementary teachers, and we dug into long division. They showed me two strategies they use. One was new to me and relied on modeling the grouping. One teacher drew circles to represent the groups, while another used a skip count rhythm. I leaned in to learn more. I asked why this model felt right for their students, when they used it, and how students responded.

The Disconnect in Learning

I also asked what happens if the dividend is a decimal. They told me the strategy only works with whole numbers. That moment helped me see part of the disconnect students carry with them into the next grade. Division feels strong in one class and weak in the next because students learned it through one model, while the following teacher expects to see another.

I think of that as a strategy recognition gap across grade bands—the space where a model feels valid in one room and almost invisible in the room next door.

Exploring Multiple Entry Points

In that same moment, I shared a partial model and the standard algorithm for the same problem. I then changed the numbers to add one-tenth at the end so we could see another way the work might look. Those approaches sat outside their comfort zone, and they had not spent much time with them. This raised a question for me: How important is it for us, as mathematics educators, to understand multiple entry points into a concept, including those that sit in the grades below or above us?

How often do we ask students how they learned content and skills from the previous year? Yes, you are likely to get a response about how they did not learn a skill at all. Yet experiences like this remind me it is more likely they learned it in a way that looks different from how we teach it within our four walls.

The Silence Between Us

Both sides work hard, and both sides teach. Yet the disconnect sits in the silence between us.

A few truths hit me:

• Students lose out when we talk about each other instead of to each other.

• Instruction suffers when we assume the previous grade used our strategy.

• Alignment does not appear on its own; we build it.

• Blame feels easier than conversation.

  
  

When teachers review each other instead of the systems, blame starts to sound like feedback, and the real problem stays untouched.

Creating a Community of Collaboration

Imagine if we opened a community of community. A space where grade bands talk. A space where strategies are shared. A space where we understand the math kids bring with them instead of guessing. When teachers stop reviewing each other and start reviewing the system around us, the conversation starts to sound different.

We serve students better when we serve each other.

The Role of Reflection in Teaching

Reflecting on our practices is crucial. It allows us to identify gaps and areas for improvement. When we take the time to think about our teaching methods, we can better understand how to support our students.

The Power of Collaboration

Collaboration among teachers can lead to innovative solutions. By sharing strategies and insights, we can create a more cohesive learning environment. This collaboration fosters a sense of community and encourages us to learn from one another.

Embracing Diverse Teaching Methods

It's essential to embrace diverse teaching methods. Every student learns differently, and what works for one may not work for another. By incorporating various approaches, we can cater to the unique needs of our students.

Building Bridges Between Grades

Building bridges between grades is vital for student success. When teachers communicate and collaborate, we create a continuum of learning. This continuity helps students feel more confident as they progress through their education.

Understanding Student Perspectives

Understanding student perspectives is key. We must listen to their experiences and learn from them. By doing so, we can adapt our teaching methods to better meet their needs.

Conclusion: Moving Forward Together

As we move forward, let’s commit to fostering open communication and collaboration. By breaking down the barriers between grades, we can create a more effective learning environment. Together, we can ensure that every student has the opportunity to succeed in mathematics.

In this journey, let’s remember that we are all in this together. By supporting one another, we can transform our teaching methods and boost our confidence. Let's embrace the challenge and work towards a brighter future for our students.

---wix---