Teaching Assistants in the Classroom

Do you ever feel like you have given 50 examples and students still don't understand?  Well, I really don't ever give 50 examples.  I actually tell my students "statistics show" that after three examples, they should pretty much understand all or most of the steps.  At least, that is what one of my college professors said.

Anywho! I know it can seem a bit discouraging when you have given your students examples, notes, hands on activities, etc. and yet, some still do not understand. The reality of it is that you can try and give them examples until you are blue in the face and guess what? Some of them will say they STILL don't get it!  That's why I delegate some of my students as teaching assistants.

Now, I just don't give this job to anyone! They have to earn it by proving that they have mastered the skill.

This is how I do it in my classroom.

First, I introduce the lesson. You know, the usual. I explain what the skill is, tell them if they have prior knowledge or if it's brand new to their grade level, provide a real life example of when and where they might use it, etc.

Then, I provide notes, examples, and a step by step explanation.  After the third example, I have students (shoulder partners) take turns explaining how to solve one problem each to one another. Partner A explains their assigned problem to Partner B, who listens and only helps when needed. They they switch roles, and Partner B explains a different problem.

After each partner has solved and explained a problem each, we regroup as a class and talk about it.  I then allow them to try a couple on their own as I walk around, monitor and answer any questions they might still have.  At this time, I am also checking answers of students that have completed the problems.

Finally, I give them an independent assignment. During this assignment, I might be monitoring or working with a student that needs one-on-one help. As students complete their work, they turn it in, I check it and if they showed all of their work and answered correctly, I "hire" them as teaching assistants. My students love it and they get to wear one of the "Ask Me!" badges that I created. I then announce to the class the name or names of the students that are my teaching assistants.

I also assign the job of teaching assistants during other activities that take place in the classroom. This is really handy during a large class.

I don't really know how I should take it when I see so many hands go up after I have announced a teaching assistant's name. Yet, I know how some students prefer to ask one of their peers for help. It's a win win situation!  My teaching assistant understands the skill/concept so well that they can teach someone else, other students (shy or otherwise) get to hear it from someone different that might help them understand better and I get to help other students while this is going on!

It really works well in my class. It also gives my teaching assistants a sense of pride and respect, knowing that other students trust them enough to ask for their help.

Here are some of my teacher assistants helping out during a Loop Game.

Here is a close up view.  If students didn't hear me announce the teaching assistants name(s), they know to just look for a student wearing an "Ask Me!" Badge.

Every time I go to a conference or training, I save the plastic badge holders.  I printed out the "Ask Me!" label, cut it out and slipped it into the badge holder. So all I paid for were the glitter stickers! Not bad, huh?  :D

I hang them underneath my clocks by my desk for easy access. If I forget, my students see them and remind me. Imagine that! Seventh graders reminding me about the "Ask Me!" badge because they want to wear it when they help their peers!  I love it!

You can get a free download of a similar "Ask Me!" badge

HERE

One last thing!  I always make it a point to have my students thank the teaching assistants if they have helped them in any way. It becomes more meaningful. At least I think it does.  :D

Stations From Store Ads? YEEEESSSS!!!!!!

Some people call them "store ads", others call them "store circulars".  I call them "STATIONS"!!!!

All you need are "store ads", scissors, glue, index cards and your imagination!

Here is a set I made to use as a station in my math class.

I wrote the answers on adhesive labels and stuck them on the backs of the cards to make the station self-checking! I use adhesive labels, because sometimes the writing will go through the card and students can see the answer.

Here is a closer look at the directions I provided to give you an idea. I like to include skills covered.


I am attaching pictures of some of the cards below to give you ideas for the types of questions you can create for your station.




I hope this idea inspires you. You can create problems for many types of skills, including Financial Literacy standards! I'm listing some more ideas below to help.

• How much money will you get back if you pay with a $20 bill?
• What is this amount rounded to the nearest dollar?
• How many can you buy if you only have $10? (tax not included)
• If sales tax is 8.25%, how much will your total cost be?
• For sales such as "3 for $5", you can ask this question: How much will you pay for eight?"

The possibilities are endless and it will cost pennies to create! In addition, you are using real life situations and the ads are colorful.

Take it to the next level! Have your students create a card, independently, with a partner, or in a group.  Have them include the answer. Not only can you use this as an evaluation, but you just had your whole class create another station.  They will love seeing their own creations!

Here are more activities that involve percents and money from my Teachers Pay Teachers Store.

Find the Percent of a Number Loop Game

Thanksgiving Dinner Unit Rates Matching Card Set

The Twelve Days of Christmas Unit Rate Word Problems - Proportions

Hope this helps!