My Teaching Philosophy
Mathematics
First, I believe that mathematics stands as the underlying foundation upon which our society is grounded, and, as a result, I hold that students should be well versed in both the abstract and practical applications of it. While mathematics in itself is of supreme importance, I see its value more in its aptitude to teach vital critical thinking skills. By means of analyzing important concepts and ideas, I intend on engaging students’ highest levels of complex thought as put forth by Bloom’s Taxonomy. Collegiate programs and employers alike require their respective members to think critically in diverse situations, and I will work tirelessly to prepare my students for success in such endeavors. Moreover, although I understand that many students will not share my inherent love for mathematics, I see it as my sworn duty to ensure that all students leave my class with a strong comprehension of the material. Whether a student leaves with a vision to teach Abstract Algebra at Boston College or forego collegiate studies in pursuit of opening her own business, I promise that individual will leave my class with an appreciation for mathematics and its overall relevance within our civilization.
Collaboration & Writing
Next, I believe that both collaborative learning and writing are essential components of the mathematics curriculum. The former allows for learning to take place through continuous dialogue with others, while the latter provides students with a platform to demonstrate genuine mathematical knowledge in a coherent manner. As a strong proponent of Vygotsky’s “Zone of Proximal Development,” I contend that students can accomplish significantly more when able to analyze ideas with others in a collaborative environment. From the very beginning of the academic year, I will institute the necessary rules and protocols for effective group work such that all subsequent experiences will prove to be intellectually stimulating. In reference to writing, I contend that the degree to which a student can articulate his or her thoughts in well written sentences demonstrates how well he or she understands a particular idea. Therefore, students will often be required to provide detailed justifications for their solution methodologies in an attempt to further support their intuitive understandings.
Character Education
Moreover, I believe in implementing concepts of character education into everyday learning such that students receive a dualistic education that focuses not only on mathematics, but also on morality. I hold that teachers are pivotal components of adolescent development because such individuals can positively influence students on a daily basis by acting as role models. One of the main reasons I chose to enter the field of education was as a result of the impact my high school Calculus teacher had on my personal and academic development. Thus, I feel that neglecting this responsibility is a great disservice to students because, as impressionable young adults, they are in need of positive guidance. Consequently, I plan to utilize the notion of character education by developing assessments that teach underlying goals, discussing important issues as they pertain to helping others, and, most importantly, embodying this sort of lifestyle both in and out of the classroom.
Safety
Finally, I believe in the construction of a positive classroom environment where all students can learn in complete safety without any fear of experiencing harassment, bullying, or violence. Genuine learning can only take place when students are not preoccupied with worrying about their personal security within the confines of the classroom. Therefore, no matter the circumstances or consequences, I vow to always protect my students to the best of my ability. In the same sense, I promise to maintain confidentiality when discussing sensitive issues with students, and alert necessary school officials to potentially dangerous situations only when circumstances deem such actions necessary. In sum, I believe in putting students before myself and ensuring their needs are met before addressing those of my own.
First, I believe that mathematics stands as the underlying foundation upon which our society is grounded, and, as a result, I hold that students should be well versed in both the abstract and practical applications of it. While mathematics in itself is of supreme importance, I see its value more in its aptitude to teach vital critical thinking skills. By means of analyzing important concepts and ideas, I intend on engaging students’ highest levels of complex thought as put forth by Bloom’s Taxonomy. Collegiate programs and employers alike require their respective members to think critically in diverse situations, and I will work tirelessly to prepare my students for success in such endeavors. Moreover, although I understand that many students will not share my inherent love for mathematics, I see it as my sworn duty to ensure that all students leave my class with a strong comprehension of the material. Whether a student leaves with a vision to teach Abstract Algebra at Boston College or forego collegiate studies in pursuit of opening her own business, I promise that individual will leave my class with an appreciation for mathematics and its overall relevance within our civilization.
Collaboration & Writing
Next, I believe that both collaborative learning and writing are essential components of the mathematics curriculum. The former allows for learning to take place through continuous dialogue with others, while the latter provides students with a platform to demonstrate genuine mathematical knowledge in a coherent manner. As a strong proponent of Vygotsky’s “Zone of Proximal Development,” I contend that students can accomplish significantly more when able to analyze ideas with others in a collaborative environment. From the very beginning of the academic year, I will institute the necessary rules and protocols for effective group work such that all subsequent experiences will prove to be intellectually stimulating. In reference to writing, I contend that the degree to which a student can articulate his or her thoughts in well written sentences demonstrates how well he or she understands a particular idea. Therefore, students will often be required to provide detailed justifications for their solution methodologies in an attempt to further support their intuitive understandings.
Character Education
Moreover, I believe in implementing concepts of character education into everyday learning such that students receive a dualistic education that focuses not only on mathematics, but also on morality. I hold that teachers are pivotal components of adolescent development because such individuals can positively influence students on a daily basis by acting as role models. One of the main reasons I chose to enter the field of education was as a result of the impact my high school Calculus teacher had on my personal and academic development. Thus, I feel that neglecting this responsibility is a great disservice to students because, as impressionable young adults, they are in need of positive guidance. Consequently, I plan to utilize the notion of character education by developing assessments that teach underlying goals, discussing important issues as they pertain to helping others, and, most importantly, embodying this sort of lifestyle both in and out of the classroom.
Safety
Finally, I believe in the construction of a positive classroom environment where all students can learn in complete safety without any fear of experiencing harassment, bullying, or violence. Genuine learning can only take place when students are not preoccupied with worrying about their personal security within the confines of the classroom. Therefore, no matter the circumstances or consequences, I vow to always protect my students to the best of my ability. In the same sense, I promise to maintain confidentiality when discussing sensitive issues with students, and alert necessary school officials to potentially dangerous situations only when circumstances deem such actions necessary. In sum, I believe in putting students before myself and ensuring their needs are met before addressing those of my own.