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Domain: Knowledge

Dimension 1 & 2, Knowledge of Learners and of Subject Matter

For my undergraduate degree, I studied purely math. My other interests were in the
Classics and Languages. I spent a majority of my four years at Bonaventure, working alongside
other math majors, struggling through complex problems and feel the sense of joy or
accomplishment when we found a solution. Before Hunter, I had no experience with planning
lessons or educational theory. I was a coordinator of an after school mentoring group for four
years, where I organized and lead weekly activities, but had never created a math lesson before.
In my Adolescent Development and Education Psychology courses, I was better
introduced

to how students learn and why they learn in specific ways. I think often of my desire
to study various subjects fields although I love studying math. I try to connect with my students
desires to study other areas to make math lessons more inviting to them.
On my first day of student teaching, we distributed a survey asking questions about the
students. I was amazed at the care of my cooperating teacher who makes an effort to connect
with her students, but also at one particular question, what is a quality of a good math teacher? I
think in addition to having well- rounded knowledge of the mathematics that I will be teaching, it
is essential that I am understanding the needs of my learners.
In Methods I and II with Dr. Gardella, we often talked about using math slang. He
imprinted on us how important the transition is from social language to formal language, and the
concrete level to the symbolic. Students can become quickly discouraged when the material feels
difficult or challenging. A teacher who has the ability to make math relatable or familiar will
have no difficulty in captivating a student. In my observations at Gramercy Arts, I remember the
Algebra I teacher making a point to break down the terminology to colloquial terms. My

Domain: Knowledge
Dimension 1 & 2, Knowledge of Learners and of Subject Matter

cooperating teacher from student teaching always offers a real-life connection when explaining a
topic.
My time at Hunter has allowed me to discover how to engage students, while ensuring
they are learning from the lesson. Lesson plans are still daunting tasks for me, but I recognize
that my ability to create those plans has greatly improved. My first lesson plan I ever wrote was
in my Literacy course. I remember struggling for hours, not really understanding what the end
product should be or how to formulate this plan, but I do remember the overwhelming support of
my professor, Nick DiSanto, and that of my peers. We spent time in discussion, actively
comparing our work and seeking feedback. Now, as I finish student teaching, the feedback has
changed and I know better how implement critique from a more experienced teacher. I am
thankful for the early days where I did not know what a learning objective was or how to create a
mini-lesson. I am continually restructuring my plans, even to the last minutes or during the class
time, based on the current needs of the class.
One of the best pieces of advice I learned at Hunter, was from this literacy class, where
often, Nick DiSanto would inform us that he would stop talking because from his research, an
audience can only sustain their attention for 7 minutes. Without his critical reflection of his
teaching style, a lecture could overwhelm a class. I try to think of this often, when I am in front
of my students. The more engaged and involved my students are in the lesson, the less I talk,
and the more they learn.
As well, in SPED 708, with Professor Louis Olander, he strived to share his immense
knowledge and experience in the Special Education field. A typical online class has students
feeling removed from the instructor. In this online course, Olander made every effort to bring

Domain: Knowledge
Dimension 1 & 2, Knowledge of Learners and of Subject Matter

the class together with discussion, debate, and critical thinking. His dedication to our class, and
desire to know more about our learning styles, was made evident in his practice. For every
online discussion board he asked for our responses, he would take the time to thoughtfully
connect with our answers, usually offering alternative perspectives. This class gave me the best
example of how to differentiate a lesson for a diverse group of students. I am more capable of
defining various goals and objectives based on the ability of the learners in the classes I teach.
Olander took the time to review, edit, and critique my lessons, fostering a desire in me to
continually find ways to improve my planning and delivery.
In Math 620, 630, 633, Dr. Burke challenged us to re-frame our thinking of our math
knowledge, to think less of the procedures and to understand the concepts at a deeper level. I
remember learning about the Fibonacci Sequences and the Golden Ratio. Professor Burke
brought in sunflowers to describe its presence in nature. As we learned from David Sousa,
episodic memory refers to the conscious memory of an event in our own history. Although I had
studied the Fibonacci Sequence and Golden Ratio during my undergraduate years, Dr. Burkes
visual example reignited the memory. In my practice, I will attempt to have a lead in to lessons
that seem complex, by relating them to a more familiar connection.
My Hunter professors made great attempts to understand how we, as future educators,
will learn best from them, actively sharing their expertise and offering engaging lessons. As a
math teacher, I want continue to expand my knowledge of mathematics, to find ways to make the
information relatable to students, and to encourage their self-exploration of math. It is the
journey of moving from what is familiar, social and concrete, to a more formal understanding on
a symbolic level to show mastery.

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