In our Grade 6 mathematics class, we often talk about structures. We calculate the angles of a bridge and the volume of a pillar, understanding that strength relies on a solid, well-designed foundation. But the most important structure we build isn’t made of steel or concrete; it’s built from the consistent, caring routines that shape our students’ character, confidence, and sense of responsibility.
This truth is beautifully illustrated in a story I often reflect on:
Every day after school, Mr. Anwar would find Leo alone in the library, tracing the same cartoon in a dog-eared book. His lines were shaky and unsure. “It’s no good,” Leo would mutter, crumpling another page. Mr. Anwar, the old janitor, would simply sweep nearby, saying nothing. One Tuesday, he didn’t bring his broom. He brought a single sheet of clean paper and a pencil. “Not like that,” he said softly. “A good line is not drawn. It is built.” He placed the paper down. “One line. Just one, straight and true, from left to right. That is all for today. Tomorrow, we will make another.”
It seemed a small, silly thing. But every day, Mr. Anwar was there. One line. Then a curve. Then a circle. A five-minute ritual of quiet focus. He never drew for Leo. He only watched, his presence a gentle anchor. “The routine is the scaffold,” he’d say. “The habit will build the house.” Weeks passed. The daily ritual continued. The crumpled papers stopped.
One morning, Leo wasn’t in the library. Mr. Anwar found him at his usual time, sitting at the same table. But before him was not a practice sheet. It was a birthday card. On the front was a perfect, beautiful drawing of an old man with a kind smile, holding a broom. Underneath, in careful letters, it read: “For Mr. Anwar, who taught me how to build.”
Mr. Anwar’s routine had not taught him how to draw. It had built the habit of patience. It had laid down, one daily line at a time, the foundation of confidence. The giver had offered a structure of quiet faith, and the learner had built a masterpiece within it.
This is the profound power of the routines we practice every day in our classroom.
The Scaffolds We Build Together
Just like Mr. Anwar, my role is to provide the supportive structure. Our class routines are our scaffold:
- A Moment of Clarity and Calm: Every class starts with a short prayer, where we ask for wisdom and focus. This spiritual grounding settles the mind and prepares students to receive new knowledge with a calm and open heart.
- The “Learning Journey” on the Board: Before we even open our textbooks, the lesson’s objectives are clearly displayed. Students know exactly what they will learn (“I can solve for unknown angles in a triangle”), why it matters, and what the steps of our journey will be. This transparency eliminates anxiety and sets a clear purpose.
- The Warm-Up Challenge: A quick, 5-minute problem, reviewing previous material or introducing a new concept gets their mathematical brains engaged. This is often done individually, then discussed in pairs, promoting immediate participation.
- The “Three Before Me” Rule: When students encounter a challenge, they are encouraged to practice “Three Before Me”: (1) Re-read the problem and use your resources, (2) Ask your assigned “study buddy,” (3) Consult your group. This empowers them to be problem-solvers first.
- Student-Led Explanations: I rarely provide the answer; instead, I ask, “Who can explain how they reached that solution?” Students are invited to the whiteboard to become the “teacher for a moment,” explaining their reasoning to peers.
- Reflective Closure: Our lesson ends with a brief reflection. Students might share one thing they learned, one question they still have, or how the day’s lesson connects to a real-world situation. This fosters metacognition and a sense of completion.
Building Habits of Mind and Heart
How do these routines translate into habits? They function exactly like Leo’s daily line.
The predictable start builds the habit of mental preparation. The “Three Before Me” rule builds the habit of resilient problem-solving. The act of explaining builds the habit of articulating ideas with conviction. The daily repetition transforms these actions from required steps into ingrained habits of mind. Students are no longer just following directions; they are being confident and responsible.
The Masterpiece We See Emerging
We see our students’ masterpieces taking shape every day. We see that the shy student now volunteers to explain a problem. We see groups collaboratively debating solutions without needing a teacher to mediate. We hear the language change from “Is this right?” to “I think the answer is this because…”. This is the confidence and responsibility we strive for—the direct result of a supportive scaffold.
“Train up a child in the way he should go; even when he is old he will not depart from it” (Proverbs 22:6).
The discipline of following a structure, meeting expectations, and preparing for class translates directly into life discipline. It teaches time management, respect for the learning process, and personal accountability. These are not just math skills; they are life skills. We are shaping individuals who are not only proficient in mathematics but are also confident communicators, responsible collaborators, and resilient problem-solvers—young people ready to serve their communities and glorify God in all they do.
In our class, we are building more than math proficiency. We are like Mr. Anwar, providing the daily structure of patient care. We are giving our students the scaffold of routine upon which they can build the masterpieces of their own character: resilient, confident, and responsible individuals, ready to serve God and others with their gifts.
Author: Mr. Hendrik,
Teacher,
PENABUR Intercultural School Primary Kelapa Gading