I am actually responding to TeacherShelly's Elementary Education post titled "I don't know how to teach ..." I think I know how to teach. I talk to a lot of other teachers and visit their classrooms. It seems that I do not teach like everyone else though. Maybe I do not know. I will enter my thoughts and see what kind of responses I get. I read many of the responses to TeacherShelly's post wondering how all the gaming methods would work for me at the high school level. I don't know how I would teach at the elementary level. I would probably be afraid that using high school techniques on the little ones would be abusive. We have math games in math and labs in science, but I do not let a few students make me think that I have to sacrifice a lot of time for a game for the whole class. My gaming time is limited to holidays. I don’t think gaming is the answer to the question. There are probably as many different ways to teach a concept as there are teachers. I guess I think it is best for the teacher to fully understand the concept (say fractions) and then teach the concept the way the teacher understands it. I suspect to many games might not always help the students learn better and may even spoil the students. As a high school teacher, I wonder what is wrong with replacing some of the gaming with putting more responsibility on the students - even at the elementary level. For those who are unsuccessful at the high school level and who question the grade they earned, rather than me taking the blame, I have one of two general responses: [Tactfully], either 1), you should have studied more, or 2) some can learn the material in one semester, but for you it will take two semesters. What’s wrong with that? I guess I should have confidence that I know how to teach. If I am to accept blame because I do not know how to teach, then all the students can argue that they should have been successful. Under such a system, I can neither set up guidelines for the course, nor adhere to standards. From the standpoint of state requirements, it is probably a very good idea to hand out a syllabus showing how to achieve the standards. It might list the topics, chapters, specific problems all dated. The syllabus might help students feel their responsibility in a way so they can accept it and start planning early on. When teaching a new topic, I think the teacher should be sure to get out and about checking student’s participation and work. Just walking around the room motivates some students to get busy. I check work while students are working so as to short-circuit the practicing of mistakes. Then during time-on-task, I have group work and have select students do problems on the board. It is difficult to fit all this stuff into an hour class if you try to teach too much at one time. It should all work out just right. One of the things I need to improve on is having more days where students may have a class meeting around the requirements of the class, discuss issues, make-up work, counsel with the teacher, graph their grades, etc.