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teacher because it will help them grade a variety of

assignments.

Teachers need to make sure that their students

know that they are there to support them. They need to

provide scaffolding in the classroom. “Children learn

more effectively when they have others to support

them” (Powell & Kalina, 2009). While constructivism

is based on students building their knowledge, it is

important that the teacher is there to guide the student

to the right answers. If no one is there to guide the stu-

dent, then they may come to the wrong answer and

Students also need to have freedom in a con- believe that as a truth. When a student is asked to do

structivist classroom. “Students can demonstrate their something, “with assistance, will complete it. While

learning in a variety of ways” (Vermette et al., 2001). this task may be difficult to perform, there is a support

Allowing students to have freedom in the way they do system available from the teacher. This support sys-

their projects or assignments allows the students to tem will ultimately allow the student to solve the prob-

learn in a way that makes sense to them. This will help lem” (Powell & Kalina, 2009). When students know

them retain the information they are learning. One that they are being supported along the way, they are

way teachers can use freedom of choice in a classroom more likely to try new things because they know they

is to give students a menu of options where each as- are not going to fail.

signment covers the needed material, but students are Teachers need to know how to lead a class-

able to show what they have learned in a way that room conversation to help their students think and re-

makes sense to them. Brewer and Daane (2002) shared flect. It is important for the teacher to know that she

what the environment was like where freedom of does not just let a conversation occur in her classroom

choice was used in the classroom to help students without directing it. One article suggests that teachers

learn math. They stated, “Evidence of autonomy was should ask questions to stimulate student learning. The

also strong in the classrooms. Students were encour- article stated, “Teachers were asking questions such

aged to make decisions about many things such as, as: ‘How did you solve the problem?’ ‘Why did you

which math games to play and with whom, which choose that strategy?’ ‘Why does that make sense?’ to

strategies to use for problem solving, and whether to encourage students to reflect out loud on their own

work with a partner, small group, or alone” (Brewer & thinking” (Brewer & Daane, 2002). By having stu-

Daane, 2002). By doing this, the teacher is effectively dents explain their reasoning, it helps the teacher see

using classroom time to hone in on the students’ dif- what the students comprehend. This also helps the stu-

ferent areas of interest and needs are to help them en- dent because they are able to see what they understand

gage in the material. and what they don’t understand yet.

While constructivism can help students learn Teachers need to have their classrooms orga-

the material better, it is important for a teacher to un- nized in a manner that can help their students learn

derstand how constructivism works and how they and to help them use the resources that they have.

should apply it. It is important to understand that Teachers, “need to intentionally organize materials

though constructivism is not the “standard” way of and resources to promote student research and in-

running a classroom, there are still rubrics involved. quiry” (Vermette et al., 2001). Simple methods to help

Students still need to understand what is expected of students do this include making sure they have access

them in classroom discussions, in projects, and in oth- to technology. Many classrooms have computers

er assignments. Through rubrics, “Students gain a available in the classroom now so that the students can

deep understanding of what is expected of them and easily research the material they are asked to learn. If

what counts as quality in the products they cre- the teacher chooses to have projects, then she should

ate” (Vermette et al., 2001). By having a rubric, stu- make sure that her materials are displayed in a manner

dents will know what they need to include in their as- that students know what the teacher has available, and

signments and projects. This will lead them to re- where they can find them. Labeled cabinets or bins

search and understand the material that is in objective can help students do just this.

and state requirements. Rubrics are also helpful for the The teaching methods of rote memorization

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