Limiting Exposure Is Not Always a Good Thing

Posted by Barb on March 10, 2010

Since when is it not a good idea to raise the bar in our classrooms? Well, I ask this question because I believe we need to expose students to concepts even though they might not be totally ready for them.

See, it all started when I sat in a meeting with  a couple of elementary math people.  We were discussing what students need to know about place value in Kindergarten and first grade.  These math ladies (who I like and are very knowledgeable) said the new math standards for the state only address mastery of the ones and tens, and that the place value mats that these teachers should use only need to have those two columns.  So any number bigger than 99 is not explored?  I then questioned them about whether the teachers who use place value mats that also include the hundreds and maybe even thousands column, is that right or wrong?  I justified my point by saying that of course you want the students to master the ones and tens before moving further, but why is it not a good idea to have these additional columns on the place value mat?  They looked at me like I had two heads and explained that the math materials that come with the textbook have student place value mats with only two columns: ones and tens.  In my head I’m thinking, “Oh boy, teachers can only use what is in the math kit that came with the textbook?”

Now I know that there are students out there that may struggling with understanding the concept of place value, and they will need extra instruction and practice in order to get a handle on it.  But if I were a student who finally mastered the ones and tens, and then my teacher says, “Now there’s more” and springs another column on me, I would not be so happy.  Besides today’s students are smart, and they know there are numbers bigger than 99.  After all, many primary teachers celebrate the 100th day of school.  How do that explain that one?!  So why are we holding back?

I would like to think that teachers have a brain in their heads and don’t stop where and when the textbook company tells them to.  I don’t want to see students using only a six inch measuring paper strip because some textbook company doesn’t think these young students can’t handle a standard twelve inch ruler, or decide a relief/satellite map is confusing because they haven’t learned how to read a street map.  (Guess you should keep young people away from Google Maps!)

Final word – students need to master the skills necessary to meet state standards, but let’s not stop there.  Go beyond when you can and enrich your students’ learning experiences.  They will thank you later.

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