My classroom feels like a unique place for learning math, though it may be similar to others found in the MTBoS. It is nothing remarkable, extraordinary or spectacular, but it is also not the standard, expected, cookie-cutter lesson.
My classroom is the synthesis of collaborative learning, discussion, problem solving, making connections, hands-on activities, number talks, and interactive student notebooks. It sounds like “why?”, “how do you know?”, and “convince me”. It looks like partnerships, chart paper, stations, dice, and whiteboards.
For both teacher and student alike, it is a place to take risks and a place to grow. It is an environment crafted by my pedagogy and my practices, ever-changing as I learn more and more.
And perhaps it is because my classroom is not one distinct thing, that my classroom is distinctly mine.