Philosophy of Teaching MAth
My job as a teacher is to play the role of both guide and mentor in my students’ discovery of the mathematic disciplines. In these roles I look to help my students to reach their potential not only in mathematics but in life as well. I want to create a learning environment that facilitates such growth. I will look to create this by having a learning environment that is relaxed and differentiated enough to encompass the different types of learning of my students, allowing them to discover the material on their own and incorporating increasingly prevalent technology.
Every classroom has learners of different abilities and types. My role as teacher is not just to teach to these abilities and types but also to guide them into discovering the material and discovering what learning strategy is best for them. Each lesson must allow students to attempt the problems in ways that benefit learners who are visual, auditory and kinesthetic. In my math lesson plans, I would look to have aspects of each of these kinds of learning. I would make sure there is plenty of visual representation in my problems and I would verbally walk the students through the process of solving problems. I would like to include as many hands-on activities for learning the material, such as algebra tiles, as possible. I feel that in math, even if the student is not a kinesthetic learner, is best learned when the student is engaged in the material. Hands-on activities could help to differentiate the material from standard lessons and make the material more memorable.
Along with hands-on activities, I want to incorporate lessons that allow my students to discover the material in their own way, with the necessary guidance and structure. This makes it is more likely to become ingrained in their memories. They learn where the answer comes from, rather than just being taught the steps to solving the problem. This is a valuable skill in math because it helps to create is the desire in a student to ask “Why do these steps work?” rather than just accept the steps given to them. I see the ability to know, and the desire to learn, the “why?” in math may be one of the most important attributes a student can have. Just knowing how to do the steps often limits their knowledge to just the subject worked on. Knowing why we do each step gives the student a greater ability to apply the knowledge across the entire spectrum of the mathematic field.
I also feel that incorporating technology into the classroom has become increasingly important. As we become a more technologically savvy society, the classroom has to keep up with that change. Many students spend much of their day using technology, so incorporating technologies such as the Smartboard and computers can prove very beneficial to creating a classroom that is both engaging and comfortable for them. A Smartboard will allow for me to go over math problems visually, while also allowing students to interact with problem solving on the board. I would like to spend as much time as I possible getting the students involved in using such technology, including math computer games and educational math videos to reinforce material.
Finally, as much as I am molding my students to become proficient in math, I am also molding who they are as people. I look to teach and reach out to my students in a way that helps them to develop an enthusiasm for learning, as well as the life skills necessary to learn in the future. I hope to get to students to inquire rather than just learn and question rather than just accept what’s given to them. These values are beneficial not only in their growth as a math student, but in their growth as a person as well.
Every classroom has learners of different abilities and types. My role as teacher is not just to teach to these abilities and types but also to guide them into discovering the material and discovering what learning strategy is best for them. Each lesson must allow students to attempt the problems in ways that benefit learners who are visual, auditory and kinesthetic. In my math lesson plans, I would look to have aspects of each of these kinds of learning. I would make sure there is plenty of visual representation in my problems and I would verbally walk the students through the process of solving problems. I would like to include as many hands-on activities for learning the material, such as algebra tiles, as possible. I feel that in math, even if the student is not a kinesthetic learner, is best learned when the student is engaged in the material. Hands-on activities could help to differentiate the material from standard lessons and make the material more memorable.
Along with hands-on activities, I want to incorporate lessons that allow my students to discover the material in their own way, with the necessary guidance and structure. This makes it is more likely to become ingrained in their memories. They learn where the answer comes from, rather than just being taught the steps to solving the problem. This is a valuable skill in math because it helps to create is the desire in a student to ask “Why do these steps work?” rather than just accept the steps given to them. I see the ability to know, and the desire to learn, the “why?” in math may be one of the most important attributes a student can have. Just knowing how to do the steps often limits their knowledge to just the subject worked on. Knowing why we do each step gives the student a greater ability to apply the knowledge across the entire spectrum of the mathematic field.
I also feel that incorporating technology into the classroom has become increasingly important. As we become a more technologically savvy society, the classroom has to keep up with that change. Many students spend much of their day using technology, so incorporating technologies such as the Smartboard and computers can prove very beneficial to creating a classroom that is both engaging and comfortable for them. A Smartboard will allow for me to go over math problems visually, while also allowing students to interact with problem solving on the board. I would like to spend as much time as I possible getting the students involved in using such technology, including math computer games and educational math videos to reinforce material.
Finally, as much as I am molding my students to become proficient in math, I am also molding who they are as people. I look to teach and reach out to my students in a way that helps them to develop an enthusiasm for learning, as well as the life skills necessary to learn in the future. I hope to get to students to inquire rather than just learn and question rather than just accept what’s given to them. These values are beneficial not only in their growth as a math student, but in their growth as a person as well.