Visit to a K-1 Bridges Classroom

Alexa Eurich and her K-1 students at Aurora School in California generously share this video jewel that offers a peek into their classroom. In an interview Alexa elaborates on her experience with Bridges:

Question: What do you value most about Bridges?

I appreciate that it's developmentally appropriate. It was obviously developed by people who care about math and children. I even tell my students, "The people who made this are both mathematicians and teachers. They understand math and how people learn." That's why I trust this program.

Question: What is the most exciting aspect of using Bridges?

I'm a sucker for playing games with the kids. Bridges encourages mathematical thinking and the use of multiple strategies. It also helps kids to practice social skills, a huge part of what we're learning in K-1. Math time is part of our social curriculum. Students need to feel safe to take risks, stretch their math brains, and be kind to each other in the process.

My students have even been known to say, "I hope the teacher wins," and given me hugs for luck. Today they did a conga line when they won. They were worried about hurting my feelings. I told them it was okay.

Question: What has been the biggest surprise since you started using Bridges?

I've been using Bridges for four years. In the first year, my co-teacher and I used our planning time to flag lessons we thought we could skip. Then we'd say, "Why haven't we done time yet? Let's do it now." We'd write our own lessons on time. Then we'd get back into Bridges and realize that Bridges was just about to teach time. If we would have waited one more lesson, we wouldn't have needed to make our own plans. It happened again with tally marks. Two lessons later, tally marks were in Bridges. We came up with a saying, "Let go, let Bridges."

Question: In the video you said, "This is a math challenge." How do you address the needs of gifted learners within your Bridges classroom?

They are always challenged. Sometimes I see a child signing up for the same choice every time. I have a conversation with the child, a small group, or the entire class. "You have an amazing math brain. I'd like you to pick this activity or this one." Things to stretch them. They can often go more deeply, but sometimes it means nudging them gently beyond their comfort zone. Sometimes gifted kids aren't necessarily the best at articulating what they know. They get practice with others, especially in one-on-one situations.

You can always ask questions that go beyond. The games are open-ended. I say, "Who is winning? How much are you winning by? How much greater is your number?" Sometimes I choose a question that I wouldn't ask the entire group. Other times I ask a question with a particular child in mind and am surprised with how many kids can answer the question. Sometimes the gifted child can't answer; someone else might answer who has not been identified. There are lots of ways to shine.

Question: In the video you talk about addressing different learning styles. How does Bridges help to meet this need?

Some children gravitate toward Work Places that are building-oriented. Others enjoy the paper/pencil activities. Within Work Places there are at least those two categories. Quilt making provides opportunity for visual expression. Kids who are storytellers enjoy creating and solving story problems. I like how Bridges goes back and forth with different modalities. 

Thank you, Alexa, for sharing your thoughts with other Bridges users! If you'd like talk about your experience with Bridges, drop us an email.