It is true that my background is mathematics, but it is more important to think that I teach students, and less important that I teach math. I think this is imperative when teaching young minds today. The students are number one. It is imperative that I understand my students and their individual abilities so that I can help them think critically about math and encourage them to get excited and more interested in mathematics.
在每个学年的开始,每一个学生takes a survey to discover what type of learner they are. As the students are more aware of their own learning style, they can adapt themselves accordingly. I also use the information to adapt my lessons accordingly. I often have the students explain out loud their thinking and their steps in solving problems. This appeals to the auditory learners. Math problems are visually displayed around the classroom through various modes and the visual learners are encouraged to copy the notes themselves. I have learned about many activities that also appeal to the kinesthetic learners. I have incorporated stations, rely races, and similar activities that get the students up and moving. Appealing to all types of learners in a classroom is important so that each student can be reached.
In order for students to be more excited and interested in math, active engagement is the key. I have recently had the pleasure of attending professional development in CRISS, John Samara, and other math consultants. In these training sessions, I have learned valuable ways in which to get the students actively engaged with the mathematics. The main concepts I have regularly implemented in my classroom are having the students produce products instead of just working examples and having the students complete tasks/game-oriented assignments in small groups. The students have responded well to this and seem to be more interested and more eager to learn math.
My philosophy to education is pretty simple. Appeal to the individual student as much as possible. This can be achieved through meeting their best learning style, differentiating the lessons and assignments as needed, and motivating them through various activities besides book work.