Today, I had the chance to observe James with his year 7 maths student, as they worked through algebra.

During the session, James introduced a simplified method to help his student solve algebraic problems more efficiently. Recognising that the student was feeling overwhelmed by some of the more complex steps, James broke down the process into smaller, more manageable parts. He demonstrated a quicker, more intuitive approach, such as using mental shortcuts to simplify equations before solving them. By focusing on the core principles and showing how to identify patterns, James gave the student a method that felt more approachable. This new strategy not only made the problems seem less daunting but also boosted the student’s confidence, making them feel more capable and empowered to tackle similar challenges in the future.

What stood out most during the observation was James’ ability to foster a growth mindset among his student. When his student hesitated over a problem, James was patient and encouraging, guiding him through the steps without giving away the answers. This approach empowered the student to think critically and work through challenges on their own. It was evident that James values mistakes as part of the learning process, using them as teachable moments rather than setbacks.

James also made sure to celebrate small successes, praising the student for their progress, which fostered a strong sense of accomplishment. By incorporating interactive methods, such as asking the student to solve problems aloud and discussing their thought process, he created an environment where the student felt comfortable making mistakes and learning from them.

Tira Rustom