Normalizing Error in the Classroom
A second grade teacher is teaching a lesson math lesson on multiplication. The class is working on their four times table. When you first began teaching multiplication you explained to the class that multiplying was another word for grouping. You would ask students questions like "What is three groups of seven?".Now that the class has advanced through the unit you phrase the questions differently, asking "What is 3X7?". If a student has trouble answering a question you go back to the groups. For example, you write 4X5= on the board. After the class has had time to figure out the answer you call on Maggie to answer the problem. She replies with 21. Instead of dwelling on the fact that Maggie's answer was incorrect you quickly respond with "Let's try that again, Maggie, think about making groups". After Maggie reworks the problem she responds with 20. You quickly say good job and move on to the next multiplication problem.