Step inside a Maths Pathway classroom, and you know you are somewhere special. Students are engaged as they work to their personalised learning plan, independently or in pairs. They look forward to spending one-on-one time with their teacher to reflect on their progress just as much as joining a small group of students to take part in a mini-lesson. Immersing themselves in a project or Rich task is the highlight of their week, where they deepen their understanding and problem solving skills in a playful setting.
The soundscape is one of constructive industry: students working independently, collaboratively or with their teacher, abuzz with a sense of purpose, accomplishment and excitement about maths. Students are in charge of their own learning, excited about the progress they are making everyday.
Growth mindset is not just a colourful poster hanging on the classroom wall — it’s embraced by everyone — mistakes are encouraged because they present an opportunity to learn.
Teachers are happy with the growth and engagement experienced by all of their students. After all, this is why they became teachers. Outside of the classroom, they never feel unsupported. They are part of a community of more than 3,700 teachers changing maths classrooms in Australia. They know that help is always at hand with their School Improvement Consultant who is available to provide regular advice, be their sounding board, and facilitate professional development.
As you watch all of this unfold, the moving parts begin to fade into the background leaving you with a new sort of classroom — a welcoming and safe learning space full of happy students and fulfilled teachers.
There was no one thing that I could do, no one-textbook approach. Every student in my class was different. They demanded a new approach, a new relational connection.