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    Sa Environmental Analysis - Emily Pompa

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    Sa Environmental Analysis - Emily Pompa

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    sa environmental analysis - emily pompa

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    Sa Environmental Analysis - Emily Pompa

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    SA ENVIRONMENTAL ANALYSIS 1

    Signature Assignment: Environmental Analysis

    Emily E. Pompa

    SED 322: Classroom Leadership

    Dr. Eklund

    October 24, 2021


    SA ENVIRONMENTAL ANALYSIS 2

    Environment Analysis

    There is solidarity in comforting students, as it provides a sense of community where all

    are welcome to be themselves. Although easier said than done, Lemov (2015) suggests that the

    best way of providing such a community is by presenting students with the proper ideas

    associated with mistake making. Furthermore, there is wonder in how such a practice can be

    incorporated into the classroom, given that students are commonly predisposed to self conscious

    feelings pertaining to making mistakes (Joe, 2021). It all begins with the provision of safety

    within a classroom, where mistakes are thought of as a way of life or, in this case, a way of

    learning.

    Internal Strengths

    There are a few key ways to understand how to build a solid foundation for students to

    feel welcomed in presenting their mathematical mistakes. The first practice to help make this

    possible is by representing what it means to make mistakes and struggle through problem

    solving. Lemov (2015) supports this ideology through stressing the importance of establishing a

    culture of error through both words and actions of the teacher, as well as the students. This

    means that there is a benefit to exposing the mistakes of the teacher in a classroom to ease

    students’ minds, yet this idea should translate to the students and their peers. Consistent

    encouragement after presenting error in their work can help to strengthen the opportunity of

    removing the negative connotations attached to making mistakes (Lemov, 2015).

    Internal Weaknesses

    There is a wide range of outcomes that are possible when attempting to implement a

    teaching practice. With that, it is crucial that teachers evaluate how to best implement a practice
    SA ENVIRONMENTAL ANALYSIS 3

    such as this one or there will be no prevail. The National Council of Teachers of Mathematics

    (2016) emphasizes the importance of holding back from “rescuing” students. More specifically,

    it is imperative that educators refrain from providing information that is disadvantageous to the

    students' learning. Misinterpreting frustration and providing an out for students only impairs their

    ability to productively struggle through a problem (NCTM, 2016).

    Another key factor that may alter a students’ ability to learn through error is the inability

    for a teacher to plan for possible error (NCTM, 2016). This ideology is present amongst those

    that feel procrastination is irrelevant in the presence of a successful lesson. More specifically,

    Lemov (2015) firmly believes that procrastination does nothing more than make educators ill

    prepared for the worst when implementing a lesson. As a way of combating this, both Lemov

    (2015) and the National Council of Teachers of Mathematics (2016) believe that an immense

    amount of planning is necessary in order to properly divert students’ away from frustration that

    leads to giving up. As educators, they stand by the fact that cultivating a plan for success begins

    with expecting the mistakes involved in the path to such success.

    External Challenges

    There is one large aspect that could potentially alter the effect of a productive struggle

    within a classroom. This, of course, being the students’ parents. More often than not, parents are

    able to persuade their children into believing what kind of learner they are, as well as what kind

    of learner they can be. This is best described by the National Council of Mathematics (2016),

    where they describe parents as being a factor in telling students to feel good about mathematics,

    rather than helping them achieve success within the subject. This can be detrimental to students
    SA ENVIRONMENTAL ANALYSIS 4

    and their ability to fit into the culture of error as the habit of mistake making may be discouraged

    when within the confines of their own home.

    External Opportunities

    As parents are seemingly the only significant external influences or possible “problems,”

    they can also be the ones to help their children succeed. The ability to build confidence within

    their child helps to translate this idea to the classroom, as they are less likely to be confident in

    false achievements (NCTM, 2016). Furthermore, as mathematics teachers aim to build a culture

    of error, it is crucial that they communicate this ideology to parents. It is for this reason that the

    likelihood of a productive struggle will naturally come about, as parents become factors in the

    students’ ability to feel confident in learning from their mistakes.


    SA ENVIRONMENTAL ANALYSIS 5

    References

    Joe, N. (2021, July 15). Embrace mistake making in math. Teach. Learn. Grow. Retrieved

    September 16, 2021, from

    https://www.nwea.org/blog/2021/embrace-mistake-making-in-math/.

    Lemov, D., & Atkins, N. (2015). Teach like a Champion 2.0: 62 techniques that put students on

    the path to college (Second). Jossey-Bass.

    National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring

    mathematical success for all. NCTM.

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