Increasing Safety and Level of Independence in the Math Classroom through the Use of a Bell Work Routine

Written by Cheryl Milton

Math trauma can significantly impact a student’s ability to engage with mathematics in the classroom. For example, students may struggle to initiate or complete math tasks. To effectively teach math to students who have experienced math trauma or anxiety, it’s essential to prioritize strategies that help them overcome these challenges. By addressing their emotional needs, we can create a supportive learning environment where students feel empowered to access and understand mathematical concepts.

At Chartwell High School, the majority of our math teachers utilize Bell Work or Do Nows. Bell Work or Do Nows are short assignments that students complete at the beginning of class. We use Bell Work to help students review a prerequisite skill, check in on a current skill, or preview an upcoming skill. Another powerful way that it can be used is to support students’ social-emotional needs alongside their academic growth. It can be used to continue fostering safety in the math class, increase students’ collaboration skills in an intentional manner, and boost feelings of independence when solving math problems.

For instance, in the picture above, high school students are working on simplifying exponential expressions using properties of exponents. First, they were asked to work on the problems for 5 minutes independently, then after the five minutes they were asked to review the problems in groups. Finally, students were asked to share what answers they came up with and the teacher verified their answers and reviewed the concepts with the class.

During the collaboration routine, students are asked to compare their answers, and if their answers differ, they are asked to come to a consensus that they will later share with the whole class and teacher. They can also use the collaborative time to work on problems together that they were unable to complete by themselves. In both instances, the resources students can use are clearly stated by the teacher. During independent work, students can use their notes and a calculator, but their peers and teacher are not available resources. The goal is for students to practice perseverance when solving challenging problems. If they get completely stuck, support will be provided in a collaborative way that still helps the student work on their independence.

For instance, I prompt students by stating what next step or steps can be taken or clarifying an observed stuck point they’re having with a problem. During collaboration time, students are reminded and encouraged to use their notes, calculator, and peers, and that the teacher will verify their work at the end. This is done incrementally to increase students’ level of independence with a concept and it showcases how important peers are in the learning process.

The verification process of the routine is done during collaborative time and teacher feedback near the end plays a major role in continuing to foster safety in the math classroom. Safety through the lens of, “I got you. Don’t worry.” – meaning students take part in the process, knowing that they will be supported through the hurdles they may face during independent work time. 

As we practice, reminders about resources students can use are needed increasingly less. Also, it is important to point out that during independent and collaborative working time, other resources (e.g. digital tools) may be added as the year progresses. 

Consider these reflective questions when assessing this process in your own classroom:

1. Are the notes that a student has working for them?
2. How did the overall routine go for students today? What can be tweaked for tomorrow?
3. In terms of overall habits, is a student’s overall level of independence increasing when completing work during independent work time? If not, what possible extra support would this student benefit from? If yes, how can this routine be leveraged to stretch students on concepts they may have shied away from before?
4. Is a student’s level of independence with a particular concept increasing? If yes, why? If not, why?
5. Should groupings be changed? If yes, what groupings would help students with the process and the skill being covered?

Cheryl Milton brings 12 years of experience in teaching mathematics to Chartwell. In her own words, “Mathematics means so many things to me but what most sticks out to me is its beauty and creativity. During my graduate studies, I fell deeply in love with teaching and took a leap of faith down the teaching path. What I love most about teaching math is how it can be leveraged to teach habits of mind (e.g. Persisting, thinking about thinking, gathering data in different ways). I believe in teaching and learning that makes a student feel safe enough to attempt the things that frighten them. If a student feels safe to try something, although they may not succeed the first or second time, they are developing a habit that will serve them for a lifetime.”