My Classroom Journey
I have taught grades 3 through 9 for most of my career. I have experienced the lower grades in my teacher training and have tutored students in grades 10 and 11 math.
I was an elementary generalist in my Bachelor of Education program. After securing my first contract with the Toronto District School Board teaching a grade 5 and 6 homeroom, I began taking courses on adolescent literacy through the Ontario Institute for Studies in Education (OISE). After my return to Alberta I was employed in the middle years from grades 6 through 9 and found myself drawn to mathematics. I have always loved mathematics and now I was helping students learn math and learn to love math.
I was an elementary generalist in my Bachelor of Education program. After securing my first contract with the Toronto District School Board teaching a grade 5 and 6 homeroom, I began taking courses on adolescent literacy through the Ontario Institute for Studies in Education (OISE). After my return to Alberta I was employed in the middle years from grades 6 through 9 and found myself drawn to mathematics. I have always loved mathematics and now I was helping students learn math and learn to love math.
Math is messy. I tell my students that their notebooks and pages will be filled with numbers, drawings and scribbles if they are learning. By the end of the day my room looks like a tornado passed though! I make use of my Smart Board, cut and paste activities, hands on manipulatives, video clips, and so much more. I love the noise a student makes when a concept connects. The half gasp, half sigh of insight. I love the murmur that passes between two students sitting side by side, when one finally gets it and can't contain themselves - they in turn need the person beside them to get it too. I love when students are comfortable with the messiness and are willing to share an anwer, right or wrong, because it helps us all understand.
My Beliefs
I firmly believe that all students can learn mathematics. Not all students will learn in the same manner or at the same pace. A classroom should have a number of approaches to each concept taught. I believe that teaching through multiple techniques allows all students to discover their learning style. Some students prefer to solve problems through a set of steps, for example: linear equations. Most students need to be involved in constructing the math before they can internalize the concept. Once the concept is understood through the use of manipulatives, models, or exploration, their understanding of the concept evolves from one of memorization to one of deeper understanding. The deeper understanding allows students to access information they truly understand to be able to solve more complex problems.
Manipulatives and Hands-On Experiences
Completing hands on experiments and recording the learning provides an excellent tool for discussion in our next class. I created an assignment in Fresh Grade and inserted the video and question for students to respond to. Parents have access to their child's portfolio and can see what we worked on during the day and respond to their child's learning. The more we use this tool the more I love it!
This piece of learning has been viewed 11 times - I know that he and his parents are proud and are showing other relatives. |
Using the testbook polynomial (left) to see how quadtillaterals will tesselate. Trying to disprove the concept with their own obtuse polynomial (right). Some students are satisfied with seeing the proof, others enjoy the chance to try and disprove.