Building Status in the Math Classroom
In the fall of 2022, I decided to improve student thinking in my Algebra 2 classroom. Students were very resistant to thinking about math problems. They believed that doing math involved memorizing procedures and were unable to apply those procedures to problems that looked different from the many examples they were given. To break the system of a non-thinking classroom I have been incorporating the ideas from Building Thinking in Mathematics by Peter Liljedahl. Students work out thinking problems together in random groups of three at vertical non-permanent surfaces (VNPS). As I walk from group to group, I answer only thinking questions, using hints and extensions to keep the students engaged.
I have noticed that these practices work and have increased student thinking in my classroom. I have also noticed that some students do a better job working with their groups than others. I recently attended a training that discussed the idea of how students’ status affects how well a group will work together and realized I was witnessing this first-hand in my classroom. While most of my students work very well with their groups, I have a couple of classes where a few students seem to be left out of their group and tend to wander. Upon observation I noticed the students who work well in groups tend to have similar status.
In the classes with dysfunctional groups, I have noticed the students with a higher status typically do not want to work with students who have a lower status. Students with a higher status will take over the group and sometimes try to do everything. While students with lower status often feel that they have nothing to contribute to the group or that their thoughts are not valuable.
Mrs. Kubasiak I can’t work with them!!!
Prior to learning about status, I thought this behavior was due a student’s perceived math ability. But now as I pay closer attention, I have observed many functioning groups of students with varying math ability.
A student’s status in a classroom is much more complex than academic ability. While academic ability may be a factor in assigning status, a student’s social standing is the driving factor. This means, if I want students to work well in groups, I need to work on elevating the status of students.
In general, I find assigning random groups of three students which change daily helps to elevate status in students. Students are given a chance to get to know each other without being forced to work together for a long period of time. As groups change different students have the chance to be the leader of the group either by choice or necessity. Student A observes Student B valuing the thoughts of Student C. Liljedahl says that groups of three create just enough student discomfort that it forces students to work together.
Groups with status gaps are very easy to identify when they are working on VNPS. Occasionally, whenever I see one student doing all the work on the board while the others are just watching, I will step in and attempt to engage the others in some way which will elevate their status. There is no perfect formula to elevate status but knowing that is the goal helps. Sometimes I pass the marker to the student and ask a question that they can answer and then praise them in front of their group. Sometimes I help the group and then tell the next group to ask so and so for help. Consolidation is also a good time to help elevate status. I can highlight an example or a student idea. The occasional ice breaker can help students find things they have in common. Again, there is no formula to elevate students’ status, but just by being intentional about elevating student status in your classroom can have a significant impact on how well students work in groups.
I would love to hear ideas about how you elevate the status of your students. Please feel free to tell me what has worked for you in a comment. Thank you!!
Thanks for sharing this as well! So many questions! How resistant are students to working with their randomized groups of three? Is this the same or different from where they sit? How well do they stay with their groups? When in class do you share out the groups? Do you use Flippity so they can see the groups randomly formed with no input from you? Thanks for answering whichever question or questions you have time for. I understand too if you're too busy to respond -- I know what it's like to have grading, family obligations, etc.