Ok, between the jigs and reals i am late on this one. I am finding that the D2L website has so many different areas to check for course info, and then there is the items outside of the D2L, oh yeah, and BTW, in case no one tells you, you actually have two email accounts if you didn't know. One inside of the D2L and your mun.ca one. Found this out most of the way through my first Masters semester. Anyway, enough of that, below is what I should have already blogged.
The most I can remember about math previous to grade 6 was memorizing multiplication facts. I also remeber a moment when my class was sitting on the floor around our teacher and she was holding out various amounts of change for us to count. I remember being able to do this quite easily and she laughed and said "Here Todd, why don't you count the entire amount?" holding out her hand. I immediately told her there was $6.73. I remember she got a great kick out of that. As for being descriptive, I honestly can't remember much else aside from some exercises out of a workbook that had pictures in it for adding and subtracting... or maybe that was my younger sister... not sure.
I always found math quite easy through out school. Whne the teacher went over a new concept, I understood it right away. The teacher tended to stand at the chaulk board and show us how to do something and then we practiced it. I do not remember any "investigations" or "discovery groups" were we led our own learning. But that was fine by me, I understood everything that was presented. Although I know that some other students did not. We did our assignments, tests, and exams. There were no journals, projects, or portfolios. No surprises, we knew what assessments were going to happen every unit.
When I went to MUN after highschool, I again found math fairly easy to learn. Once I got into some of the higher level (beyond first year) courses I found many of them challenging. Did a joint major in Pure Math and Computer Science and then did my education degree after I was accepted three times and turned it down the first two. Life gets in the way...
During these years I tutored at all levels. I also held some T.A. positions. One of which was in Labrador city where I had my own class once a week for first year university students. I always figured that I would be a math teacher. I always enjoyed helping other to understnad what I grasped so easily in school. The feeling that you get when someone that you are helping realizes that they actually "get it" is addicting.
I did my internship at MPI (a junior high). I also spent some time under replacement at the high school level but found myself spending more time with the junior high groups. As for which I like more... both have ther goods and bads, but in the end, not everyone can survive at the junior high level, and I actually enjoy it. There is never down time, there is always something on the go. even if you do not know it, there is something happening in your classroom at all times. It's fun!
As a math teacher, I try to get the students to like me and enjoy coming to my class. I make an effort to include laughter during my lessons. The students, usually, usually respond well to it and I find that if they like you, they will work like dogs for you. When they feel comfortable (and safe) in your classroom, they are more likely to be comfortable enough to ask for help or to take a chance and answer a question in class even if they are wrong. I absoolutely love what I am doing and would not change it for the world. I have been asked if I would stop teaching if I won the lottery, and I am unsure. I would want to keep teaching, but I know from experience of being a teacher trying to get a permanent position that I would feel bad about holding a position when there are so many young teachers out there that are in need of work. So I may stay until the end of the year and then throw my hat in. Or maybe start up my own tutoring service... Hope I get to find out. ;)
The most challenging thing about teaching mathematics is when you do everything in your power to help a student and either they work hard at not learning. In order for a student to succeed in math, they do have to want to succeed. It is very hard to drag someone through concept after concept if they do not want to do so. Luckily this is VERY rare. Those students who I get that tend to be a challenge usually come around enough so that I can help them. Again, if they like you, they will work like dogs for you... or at the least maybe like a cat...
I have been very lucky in my years teaching. I was lucky enough to be a math department head while under replacement a few years ago, which is rare. I learned more that year teaching than any other year. That year, at one of the department head meeting at the board office, I was introduced to the SmartBoard and quickly seen the power behind it and how it could change the way I teach maht forever. That year my principal was very forward thinking and when I mentioned it to him he was all over it and I was lucky enough to be one of the first teachers in the province to get my habds on one. I have been involved with Professional Developement with the board to educate teachers in there use and the possibilities that are now available to teachers. I find that I am an advocate for the use of technology in the classroom and I see the potential that is there in some of the new developments that I would love to get my hands on to use inthe classroom. But, all these schools have invested a lot of money into smart boards (and now the upkeep of smart boards) that finding money for yet another new technology is very difficult. This is where my interests lie these days. Trying to find ways to incorporate technology into the classroom. I am a lover of the SamrtBoard!!
Maybe if I win the lottery, that is what I can do with all that money... or maybe not when my wife hears the new plan... :)
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