Spot the bored kid in the numeracy classroom
When children find it difficult to cope with numeracy it may manifest itself in a variety of ways. Learners often try to deal with the problem impulsively and there is a lack of prior planning. They appear to ignore rules or simply do not take them into account. They fail to use the proper operations and do not think through the problem or possible solutions strategies.
Learners who are failure oriented do not expect to be successful. To overcome their fear of failure they avoid activities that could lead to failure. In some cases, learners have failed so often that they couldn't care any more. If they cannot avoid the task they simply hurry through their work to avoid punishment. They may adopt a don't-care attitude, refusing to cooperate and becoming aggressive towards the teacher. They may deliberately work slowly or rush their work and make numerous errors which appear to be simply the result of carelessness. This behavior is sometimes an attempt to hide the fact that learners do not really understand what is expected of them.
Some learners appear to be anxious in the classroom situation. They may cry or very often find some excuse to miss the maths lesson. They may even become so anxious that they freeze up as soon as they have to do maths or write a test. Others are often inattentive in the classroom. They tend to be occupied with other activities and show no interest in the work. Their minds wander and one gets the impression that they appear to be bored. Since interest and understanding often go together, this behavior is frequently a sign that learners are unsure what to do.
This, however, does not mean that they are naughty, problem-children or in need of medication!
Taking the experiencing of maths problems and the objectives of maths into consideration, the teacher should endeavour to promote understanding, enhance memory and develop the learner's confidence in the subject even if it means going back to the basics!
To solve problems may be at the heart of mathematics, but it involves complex concepts and skills that interact and require procedural management. For learners to be successful problem solvers requires teacher support, motivation and encouragement. This the teacher can do by, for example, asking metacognitive questions such as: "Why is the actual problem we have to deal with here? What would be the most effective way to get to the correct answer?"
- Use stories that are of interest to the learners and withing their field of experience.
- Problems should be given both in writing and verbally.
- Visual reinforcement using objects and demonstration is important.
- State the problem in as simplified a form as possible - where possible allow the learners to state it in their own words.
- Allow learners to select the relevant information for solving the problem.
- Allow learners the opportunity to generate alternative solutions for solving problems.
Strategies such as these would go a long way, especially with learners who may be experiencing barriers to learning. The teacher should be accessible at the start. He or she should be innovative and prepared to try something new and different daily. This will allow the teacher to cater for the differing needs of the learners. Try to make all instruction meaningful, by using activities that would be undertaken in normal everyday life. The teacher should try to design lessons where learners will experience some success, as this is highly motivating. Learners should be allowed to make decisions, hypothesis, reflect and interpret, but also encouraged to take responsibility for their own progress and to record this for themselves.
Something every teacher should read: https://greatergood.berkeley.edu/article/item/how_to_help_kids_overcome_fear_of_failure
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I sympathize with your idea that learners should propose alternative methods. A student must be an active element, not a passive presence always waiting for the teacher to command an activity. Such approach only brings rejection and boredom to the educational environment.
Great madam