Here are a few possible methods to create a synergy among the students so that they can participate in the process, instead of being restricted to a merely passive observer role.

Consider a class of 28 students – although the principle applies to any class size.

1. Students can be grouped in 4’s. These seven groups will work on the following time’s tables: 2,3,4,6,7,8,9. These ones have been chosen because 0,1,5,10,11,and 12 are fairly easy to learn.

2. Students could be grouped according to learning styles or a variety of multiple intelligences.

3. Each student in the group would be responsible for one section of the times table. For example: 1-3, 4-6, 7-9, 10-12.

4. Each group would be responsible for learning and then teaching their times table to each other and then the class. Each group will be able to learning their times table fairly quickly. You have built in success from the beginning.

5. Each group could share their times table with the class as part of a presentation
   demonstrating multiple intelligences. This enhances success because their diversity of presentation strategies will cover areas that we, as teachers, don’t necessarily excel at. Challenge the children to draw, act, rap, sing etc. If it works for them, celebrate their methods, and let them share it with others who might benefit. Where possible, post the drawings on the wall. These visual reminders go a long way to removing the guess work that so many are caught.

6. Next, pair different groups and have them teach each other.

7. Have the groups test their ‘new friends’. Have they got it? Where are the problems? This frees the teacher to be a facilitator and celebrator of learning.

8. This type of formative exercise and group play can be continued until the groups are confident in their abilities.

Note: Not all students will progress at the same rate. Some students may learn all the material in the first few days. Others may have to review the material for a very long time before it enters their long-term memory.

Some students may enjoy helping others and should be encouraged to do so. However, some will refuse to buy into the process and the standard drill sheets that come later could be utilized to check these students’ abilities. The key is to meet each student’s needs as much as possible while allowing him or her to enjoy the process and resort to guessing. Let’s stop this now by giving them some concrete tools that will give them the correct answer. In addition, let’s supply them with a system for checking their answers so that they will succeed on assignments and tests while entrenching the system and answers into the long-term memory.