Philosophy of Teaching:
“Tell me and I forget. Teach me and I
remember. Involve me and I learn.”-
Benjamin Franklin
Over the years I have noticed students having difficulty visualizing mathematical concepts. To aid students in this process, I incorporate authentic, real life and hands-on activities in every lesson. For example, the ‘Addition Machine’ and ‘French Fry place value.’ Hands on and collaborative learning are also implemented daily, to build upon students’ procedural and conceptual knowledge. The ‘Addition Machine’ required hands on interaction and class wide participation, as well as students’ collaboration to carefully compute proposed addition equations in front of the entire class. Being able to visualize and make connections about addition and mathematical concepts in general allows students to experience that ‘ah ha’ moment they have long been waiting for. Aside from understanding mathematical concepts, students also learn valuable social skills such as: working collaboratively, communicating effectively, and connecting mentally during memorable mathematical lessons. Creating slogans, songs, and catch phrases for students also fosters an inviting and memorable lesson, which can later be applied in subsequent lessons or content areas. Mathematics content, especially in the lower grades, is applied daily whether we realize it or not, but math also involves problem solving. By creating a positive atmosphere, my students are eager to learn and voice their disappointment for missing school during absences, vacations, and weekends.
In order to differentiate instruction within the classroom, a variety of strategies and approaches are incorporated into every lesson. Considering the diversity within classrooms, all students learn and express mathematical knowledge differently. I am both passionate and compassionate for the students, schools, and the classrooms in which I am involved. Seeing students have those “ah- ha” moments makes teaching such a rewarding experience. I always take the time to learn about my students both inside and outside of the classroom, taking into account strengths, weaknesses, background, and home life, when planning math lessons and picking an instructional approach.
Creating a positive learning environment for all students is extremely important to me. Based on my experiences, I believe students who are comfortable and confident within the classroom learn more readily. Expressing compassion for and positive rapport with my students allows them to connect, participate, and show mutual respect. When students are engaged and take part in their own learning, information is much more meaningful and better retained. I also provide students with positive feedback and encourage them to smile, laugh, and enjoy the material they are learning; this has been shown to have a positive effect on my students’ growth, ultimately creating both a love for teaching and a love for learning within the classroom.
Over the years I have noticed students having difficulty visualizing mathematical concepts. To aid students in this process, I incorporate authentic, real life and hands-on activities in every lesson. For example, the ‘Addition Machine’ and ‘French Fry place value.’ Hands on and collaborative learning are also implemented daily, to build upon students’ procedural and conceptual knowledge. The ‘Addition Machine’ required hands on interaction and class wide participation, as well as students’ collaboration to carefully compute proposed addition equations in front of the entire class. Being able to visualize and make connections about addition and mathematical concepts in general allows students to experience that ‘ah ha’ moment they have long been waiting for. Aside from understanding mathematical concepts, students also learn valuable social skills such as: working collaboratively, communicating effectively, and connecting mentally during memorable mathematical lessons. Creating slogans, songs, and catch phrases for students also fosters an inviting and memorable lesson, which can later be applied in subsequent lessons or content areas. Mathematics content, especially in the lower grades, is applied daily whether we realize it or not, but math also involves problem solving. By creating a positive atmosphere, my students are eager to learn and voice their disappointment for missing school during absences, vacations, and weekends.
In order to differentiate instruction within the classroom, a variety of strategies and approaches are incorporated into every lesson. Considering the diversity within classrooms, all students learn and express mathematical knowledge differently. I am both passionate and compassionate for the students, schools, and the classrooms in which I am involved. Seeing students have those “ah- ha” moments makes teaching such a rewarding experience. I always take the time to learn about my students both inside and outside of the classroom, taking into account strengths, weaknesses, background, and home life, when planning math lessons and picking an instructional approach.
Creating a positive learning environment for all students is extremely important to me. Based on my experiences, I believe students who are comfortable and confident within the classroom learn more readily. Expressing compassion for and positive rapport with my students allows them to connect, participate, and show mutual respect. When students are engaged and take part in their own learning, information is much more meaningful and better retained. I also provide students with positive feedback and encourage them to smile, laugh, and enjoy the material they are learning; this has been shown to have a positive effect on my students’ growth, ultimately creating both a love for teaching and a love for learning within the classroom.