When I think about math .....

At the beginning of every course I ask students to write their names on an index card and complete the sentence, “When I think about math …” I then read the answers anonymously to the whole class. I do this to let everyone know that we are all in this together. This is a form of validation, that is, giving voice to feelings of distress about math and letting students know it’s ok to feel that way. This also lets students know that even though they may have negative feeling about math they can still do it.

This isn’t the only form of validation that I use in the classroom, but it is the most unique. And I know from my own experience this first day activity relaxes everyone which results in a more congenial atmosphere.

Laura Rendon first proposed the idea of validation being a viable technique in higher education in 1994 . Ms. Redon brought to light the effect that validation has on non-traditional students: racial minorities, women, first in family students, students from lower socio-economic backgrounds, disabled students, and other non-racial minorities (Jews, gay and lesbian students and the like). The effects start with a feeling of greater engagement with the college or university, which leads to greater persistence – the likelihood that a student will continue going to school – which in-turn leads to completion.

In addition to the activity at the beginning of class, there are other validation techniques that I use:.

• ·         Taking time to learn students’ names
• ·         Give students opportunities to see themselves as successful learners – getting active feedback during lectures.
• ·         Becoming ‘partners in learning’ – classwork/groupwork in class
• ·         Telling students, “You can do this, and I am going to help you.”
• ·         Encouraging students to support each other.
• ·         Meeting with students outside regular office hours.
• ·         Working individually with students who need extra help
• ·         Demonstrating a genuine concern for teaching students
• ·         Being personable and approachable.
• ·         Treating students equally

In reading lists of what constitutes validation I came across “ensure that the curriculum reflects student backgrounds.” My first response was, “How the heck can I do that in a developmental algebra class where I’m trying to teach factoring?” The thing, I realized, was in any given list there may be ideas that are not applicable to my particular class, but that doesn’t mean that I shouldn’t do everything that I can do to validate students.

Math class can be an intimidating place, and students often come full of fears and past failure. Letting them know that their feelings are heard and understood helps them move forward.