e excited about the responsibility. Feedback is extremely important to a student’s success, so the quicker they get it back and the more often they receive it, the better they will do in the class.

Giving students the answers also allows them to see model work on a regular basis. When they can see how a problem was solved, with the correct steps, formulas or equations, they can do this with their own work. In order for a student to do well with a skill, they need to see a perfect example of it. If they never get a chance to see a question done properly, they won’t be able to reach this level of success.

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Give Them the Answers

To help struggling students succeed, we need to give them the answers. This goes against our desire as teachers to keep the answer key hidden from them as if it were a sacred chalice or holy grail that we must protect. The truth is that students do better when they have access to the answers. Remember that most of our time spent in the classroom should be teaching, not testing. On those few occasions when we need to measure how much they know, we should definitely keep the answers hidden. But for the rest of the time in class it is OK to allow students to see the answers.

Let’s use a math lesson on fractions for example. Putting questions up on the board allows students to practice the skills they have learned, such as making equal fractions. Should a student not understand the question, they can simply ask for help. Once a student has done the question but is unsure if the answer they have is correct they will need to check it somehow. Posting the answers up on the back wall of the classroom will allow students to go and check for themselves. This has several benefits.

Students who are allowed to check their own work will become more independent. Imagine if a student does the first question wrong. Chances are they will continue to do the rest of the questions incorrectly, building a habit of doing the wrong skill. If they can check their work, they will try to correct the problem by changing how they do the questions or by asking for help. If they are right, it builds confidence with each answer they get right as they get feedback right away.

Some will wonder if the students are just copying down the answers. Most students will use this opportunity to take control of their learning and will not try to “fake their way through life”. Having them walk back to see the answers will help prevent this. Doing checks on each student by having them do a few questions right in front of you will let you know if they actually understand the concepts. You also have to remember that the students who are struggling with the work probably don’t have the skills to memorize an entire sheet of answers in a few seconds.

By allowing students to check their own work, you also save yourself time. The students can practice more without having to wait for you to catch up with marking. Honest and able students can also be assigned to do some light marking. If they take turns, it won’t take much of their time and most students are excited about the responsibility. Feedback is extremely important to a student’s success, so the quicker they get it back and the more often they receive it, the better they will do in the class.

Giving students the answers also allows them to see model work on a regular basis. When they can see how a problem was solved, with the correct steps, formulas or equations, they can do this with their own work. In order for a student to do well with a skill, they need to see a perfect example of it. If they never get a chance to see a question done properly, they won’t be able to reach this level of success.

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math lesson on fractions for example. Putting questions up on the board allows students to practice the skills they have learned, such as making equal fractions. Should a student not understand the question, they can simply ask for help. Once a student has done the question but is unsure if the answer they have is correct they will need to check it somehow. Posting the answers up on the back wall of the classroom will allow students to go and check for themselves. This has several benefits.

Students who are allowed to check their own work will become more independent. Imagine if a student does the first question wrong. Chances are they will continue to do the rest of the questions incorrectly, building a habit of doing the wrong skill. If they can check their work, they will try to correct the problem by changing how they do the questions or by asking for help. If they are right, it builds confidence with each answer they get right as they get feedback right away.

Some will wonder if the students are just copying down the answers. Most students will use this opportunity to take control of their learning and will not try to “fake their way through life”. Having them walk back to see the answers will help prevent this. Doing checks on each student by having them do a few questions right in front of you will let you know if they actually understand the concepts. You also have to remember that the students who are struggling with the work probably don’t have the skills to memorize an entire sheet of answers in a few seconds.

By allowing students to check their own work, you also save yourself time. The students can practice more without having to wait for you to catch up with marking. Honest and able students can also be assigned to do some light marking. If they take turns, it won’t take much of their time and most students are excited about the responsibility. Feedback is extremely important to a student’s success, so the quicker they get it back and the more often they receive it, the better they will do in the class.

Giving students the answers also allows them to see model work on a regular basis. When they can see how a problem was solved, with the correct steps, formulas or equations, they can do this with their own work. In order for a student to do well with a skill, they need to see a perfect example of it. If they never get a chance to see a question done properly, they won’t be able to reach this level of success.

In

n wrong. Chances are they will continue to do the rest of the questions incorrectly, building a habit of doing the wrong skill. If they can check their work, they will try to correct the problem by changing how they do the questions or by asking for help. If they are right, it builds confidence with each answer they get right as they get feedback right away.

Some will wonder if the students are just copying down the answers. Most students will use this opportunity to take control of their learning and will not try to “fake their way through life”. Having them walk back to see the answers will help prevent this. Doing checks on each student by having them do a few questions right in front of you will let you know if they actually understand the concepts. You also have to remember that the students who are struggling with the work probably don’t have the skills to memorize an entire sheet of answers in a few seconds.

By allowing students to check their own work, you also save yourself time. The students can practice more without having to wait for you to catch up with marking. Honest and able students can also be assigned to do some light marking. If they take turns, it won’t take much of their time and most students are excited about the responsibility. Feedback is extremely important to a student’s success, so the quicker they get it back and the more often they receive it, the better they will do in the class.

Giving students the answers also allows them to see model work on a regular basis. When they can see how a problem was solved, with the correct steps, formulas or equations, they can do this with their own work. In order for a student to do well with a skill, they need to see a perfect example of it. If they never get a chance to see a question done properly, they won’t be able to reach this level of success.

In

Doing checks on each student by having them do a few questions right in front of you will let you know if they actually understand the concepts. You also have to remember that the students who are struggling with the work probably don’t have the skills to memorize an entire sheet of answers in a few seconds.

By allowing students to check their own work, you also save yourself time. The students can practice more without having to wait for you to catch up with marking. Honest and able students can also be assigned to do some light marking. If they take turns, it won’t take much of their time and most students are excited about the responsibility. Feedback is extremely important to a student’s success, so the quicker they get it back and the more often they receive it, the better they will do in the class.

Giving students the answers also allows them to see model work on a regular basis. When they can see how a problem was solved, with the correct steps, formulas or equations, they can do this with their own work. In order for a student to do well with a skill, they need to see a perfect example of it. If they never get a chance to see a question done properly, they won’t be able to reach this level of success.

In

e excited about the responsibility. Feedback is extremely important to a student’s success, so the quicker they get it back and the more often they receive it, the better they will do in the class.

Giving students the answers also allows them to see model work on a regular basis. When they can see how a problem was solved, with the correct steps, formulas or equations, they can do this with their own work. In order for a student to do well with a skill, they need to see a perfect example of it. If they never get a chance to see a question done properly, they won’t be able to reach this level of success.

In the class students should be able to see posters on the wall or find examples in their book of how to properly do the work. By giving them the answers, you are showing them what you expect, which after all is success.