How do teachers captivate their students? Here, in a feature we call How I Teach, we ask great educators how they approach their jobs. You can see other pieces in this series here.
When Sharon Collins found out that some of her students who were strong academically in high school had dropped out of college, she realized more could be done to prepare students for success after they graduate.
An environmental engineer-turned-teacher, Collins has taught middle school math and nearly every high school math subject. Currently teaching seniors at New Heights Academy Charter School in Harlem, Collins tries to ensure that her students feel supported and prepared after they leave her classroom by continuing to meet with and advise them as part of OneGoal, a program that helps teachers become mentors for students during college.
On top of that, her school models its classes after college courses to get students used to a university structure. And to continue growing as an educator herself, Collins works with Math for America as a co-facilitator on a peer learning team. Here, Collins shares how she engages students and pushes them to enjoy math and continue learning.
What’s one way you build strong personal relationships with students?
I teach seniors, so at the start of the year I meet with each of them individually. It helps me know them as people and as learners. I ask them about the future, about college, about possible careers. Where do your interests lie? It’s important know their feelings about math. We have a four-year math requirement, whereas there is normally a three-year requirement in high schools. My goal is always for the students who hate math to like math by the end of the year — I show them how math relates to the world around them. I also get to know them by going on senior retreats and spending time during lunch period to open my classroom. Once you put in that extra time to show that you care, they will put in more effort.
What does your classroom look like?
When you walk in you see student projects everywhere. You can see calculus students building roller coasters and board game designs made by the statistics students, who invite eighth-graders to come play them to show them that math is fun. In pre-calculus, we do “Shark Tank,” where students come up with idea for product that will help them get money or help humanity and build prototypes of them. I have students from previous years come and serve as judges. My classroom always has students coming in. Even during 9th period, which is when they can go home, they love to stay, and they get tutoring or just come and talk to me about what they’re thinking about college.
What issue in the education policy realm is having a big impact on your school right now and how are you addressing it?
Something in general is the intensity of anti-immigration bias because the student population is 95 percent Latino at my school. One way to help with that is OneGoal, a program where you become a mentor for students in college to help them graduate. In it, we have the space to talk about these issues and just have individual conversations, in particular with undocumented students —just letting them know that they have a safe place here.
But in regards to policy, the issue in high school of not focusing on college is an issue. The goal of high schools is more on graduating students rather than what the next step is for them. That’s how I got involved with OneGoal. I mean, students graduate, but it was interesting seeing who graduated and who didn’t. Even students who were really strong academically sometimes didn’t graduate. I attended a workshop that helped students through college. It’s not all about academic challenges, it’s the social-emotional part too. So OneGoal starts in high school and follows students through the first year, providing them mentorship and support. So over the past year my focus has been going through that transition with students. It can be overwhelming. Their academics go at a faster pace, and its difficult transitioning from teacher to mentor. But it helps so much and college readiness is something that high schools need to be more focused on.
What does your grading style look like and what hacks do you use?
At New Heights, we changed our grading style last year to make it more similar to what college looks like. There’s homework and classwork but they don’t count for grades, so this was a big flip for students since now it’s exam-based. If you don’t do well on an exam, though, you can retake it. You can do test corrections, or in humanities you can write a paper to bring up the grade. That was a big switch, and I still feel like homework is important to make sure students do well on an assessment. So if you want to retake the test you have to do all of your homework and classwork, to show that there’s a connection between the homework and the testing. But in my class the summative assessments that are a big part of the class are the projects. We do about three to four per quarter. They’ll submit one and publicly present it to the class or school administration, and they have a rubric they can look at to see which areas they didn’t score high on to be able to resubmit it for a new grade. It’s all challenging because it’s a whole new way, but we want to show them the process of modification.
What’s the best advice you ever received?
Show unconditional love to all students. The influence of a great teacher lasts a lifetime. I was the first one to go to college in my family, and most of my students will be too. The amazing teachers I had and their confidence in me and what I could do was transforming.
What’s your go-to trick to re-engage a student who has lost focus?
To get students attention, I have this saying “Tres, Dos, Uno, Namaste,” and that’s kind of the keyword where they know to come together. I love doing yoga and at the beginning of every yoga class my teacher says “the light in me sees the light in you.” Students face challenges, with poverty and tragedy. I try to make the classroom a positive space. I greet them at the door, I high five students. Learning should be fun, and that’s something that I want to associate for them. So namaste, that’s the word that they associate with me.
How do you respond when a student doesn’t understand something?
One thing I do is I have students work in small learning teams. I’ll give an instruction, see who’s struggling, pull them aside to work with them on the content during a project. Something that I tried last year was having a co-teaching model —so students would teach students, and sometimes they just feel more comfortable doing that. It might just click more, because their peers can relate the materials to things they know about. Another thing is that I always give students my cell, so that they can text me at any time. Sometimes I’ll get a text so late at night. I won’t give them the answer but I’ll help them, I’ll ask them questions to make them think about the problem a different way.