Banishing Boredom

ARTICLE REVIEW

White begins with an anecdote comparing student engagement in an elementary math classroom and one in a middle school. She uses colorful, active language describing the elementary activities. Students were interacting with math manipulatives, “thinking aloud”, “working in groups and partners”, etc. The middle school example was bleak. Students were seen “working individually”, using textbooks and the teacher was the center of attention. While the former example can also be found in modern middle schools, White’s point is that student-centered learning in math classes with hands-on activities and group or partner collaboration is under-utilized in many middle school math classrooms.

The remedy to boredom in middle school math, White outlines, is broken into five categories: mixing up activities and classroom arrangement, making lessons and homework relevant to students, incorporating student interests, using different approaches to learn formulas and, lastly, utilizing games for learning.

White’s overall contention is learning should be fun, relevant and collaborative. Many of her suggestions are ideas I would utilize in my classroom. One easy adjustment would be incorporating group or partner structures. Having the students work in groups allows them to develop social skills. Group work may also eliminate some unnecessary questions asked of the teacher. It also allows students to explain and listen to different approaches to the given problem and test their reasoning and logic with a partner before presenting to the class.

Relevance is vital to student engagement in middle school. White suggests giving students a real-world task, such as: calculate the area of the classroom walls and how much paint is needed to re-paint them. This example could be expanded to carpeting the room or the team area or how many tables are needed in the cafeteria. When students find problems relevant to their lives, they are more likely to be engaged and learning is heightened. Awareness of student interests also has positive implications for student learning. Whether it is sports, music, storytelling, dance or possible career dreams, focusing on student interests can raise motivation.

White emphasizes that teachers should remember middle school students are still kids and kids love playing games. Games make learning fun. The inherent competition can motivate some students, but most of all, games provide a much needed break from rote memorization of formulas, textbook work or direct teacher lectures. Using Jeopardy as a format for test reviews, matching games, crossword puzzles and word searches for essential vocabulary and even flash card games can be helpful.

Many times teachers can become too comfortable with one approach to delivering lessons. I remember all the times my middle school math teachers would have us sit in rows with dimmed lights looking at an overhead projector as she modeled equations and word problems. Lesson plans that are relevant varied, interesting and fun can liven up otherwise dull instruction. I feel if I become comfortable using several of the strategies White describes in this article, my math classroom will invite engagement, learning and comprehension.

White, J. (2007). Banishing boredom in the middle school math class. Middle Ground. 10(4). P. 38-39.