3 Math Workshop Rules You Should Break

Math Workshop or Guided Math has become more and more popular. I have taught most of my career using this framework. As a coach, I have helped many teachers with implementing this Math Workshop in their classrooms. Because I’ve seen the ins and outs of this teaching approach, there are some lessons I have learned along the way. Some do’s and don’ts I guess you could say. Here are the three rules you should break regarding the workshop model.

Rule #1 Teaching Small Groups Every Day

Let me start off by saying that I do believe small group instruction is needed. I also believe that centers or stations are a great way for students to review a concept. This section is meant for how we’re implementing those two things.

When we think about Math Workshop, we believe there has to be small group instruction and rotations every day. On days we do have whole group instruction it often falls back to our traditional way of instructing (sage on the stage style).

Math educators all around the world would agree with what math instruction should look like now, and that includes whole group high-quality tasks (Rich Math Tasks). Jo Boaler describes those tasks as low floor and high ceiling. Which simply means activities that all students can access from their own level of engagement. This does not mean we’re falling back to the Problem Solving Friday method (ugh). I don’t know who invented word problem Friday but they need to redact that idea. High-quality tasks are now embedded into units/curriculums strategically.

So where am I going with this? First of all, if you set your schedule to small group/math workshop every day your students are missing out on these rich tasks. Making a set schedule where T, W, Th are your small group days and M, F are your whole group days is no better. This defeats the purpose of strategically choosing rich math tasks.

Math Workshop schedule where Monday through Friday has been set for small group instruction

Rule #2 Only Expose Students To Problems You Think They Could Handle

At a recent PD session I attended, I saw the following example.

Struggling students—–write the story 18 + 5 = 23

General education students——solve 18 + 5 = ?

Advanced students——The answer is 23. What’s the story?

Can you find what’s wrong with this situation? The teacher has made problems inaccessible to certain students.

All students should have access to these problems. As a parent, I would not want my child to be limited in what they are exposed to, but instead, I would want my child to get support for all these problems. By defining what a student is presented with, you are placing them in a box. And these little boxes lead to tracking.

Research shows that once a math pathway or track is made for students by the school system, it’s hard for students to get out. Tracking leads to students feeling “I’m in the low group so I can’t do this” or “I’m not a math person”. On the flip side, students could feel “I’m in the high group, and I mostly get everything right” We know that most often these students have no strategies for when they struggle or get things incorrect.

We are creating fixed mindsets when we track students. Let’s not place students in this box by only exposing them to things we think they could handle.

Student tracking for remedial students. Students are in remedial groups in elementary, middle and high school. Then students move to adulthood social mobility.

Student tracking for average students. Students are in average groups in elementary, middle and high school. Then students move to adulthood social mobility.

Student tracking for advanced students. Students are in advanced groups in elementary, middle and high school. Then students move to adulthood social mobility.

Rule #3 Set Up A Billion Stations

We have gone station/center crazy when it comes to Math Workshop. I think every time I read a book, there are five new station ideas I have never heard before that all sound engaging. I can’t help but wonder if they are ALL necessary.

I think if Math workshop is the model you want to take on you do so without taking on the idea that you need to have a billion stations going on, at all times and that they all have to be differentiated.

Do you know what I see when teachers take on a billion stations? A burnt-out teacher. Teachers often abandon Math Workshop when it becomes too much prep work. On the other hand, I’ve seen teachers stick with the workshop model but leave the same stale games in the bins because they don’t have time to change them out. So what’s the point of workshop then?

I think you can have a couple of strategic stations that will both engage students and serve the purpose of review.

If you are currently using Math Workshop or Guided Math pick a rule from above and break it. You will find that not only will it relieve some of the stress that comes with Math Workshop but it also benefits the students as life long mathematicians.

Here are some workshop resources:

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Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset