MY PHILOSOPHY AS A MATHEMATICS TEACHER

Grace Jane B. Sinadjan

MAED-ME

Math is a very important element of everyday life. Years passed by, my teaching style
and philosophy is a concern for my students. I care deeply about each and every student and
strive to help all students reach their potentials both as students of mathematics and as people.
A good teacher can match his or her lessons to the level of each student. If there is an
exceptionally ingenious learner in the classroom, they should be given more advanced
assignments to challenge their mind. Similarly, if there are students who are lesson adapt at
mathematics, lessons should be adjusted for them as well. In this way, all students can proceed
together, but at a level that is best for them. I have found in my experiences with my supervisory
teacher and with my SPED students at the Bukidnon National High School, teaching and
learning mathematics involve more than just the mathematics itself.

Teaching and learning mathematics involve liveliness and commitment on the parts of
both the teacher and the learner. Liveliness and commitment energies my mathematics classroom
and motivates my students. I thoroughly enjoy and am excited by mathematics and the teaching
of mathematics. The atmosphere is communicable; I feel my students can sense my liveliness
and become more interested in mathematics themselves. I have found that nothing is more
motivational to students than genuine interest in what they are learning. A math teacher needs
to be especially engaging. Capturing the childrens attention is essential for comprehension.
The teacher needs to feel comfortable and enthusiastic about teaching math in order for the
students to feel comfortable and enthusiastic about learning math. If a teacher complains about
how he or she hates math and then tries teaching it with the same attitude, the students will adopt
that same feeling. Teach the joys and excitement of math by encouraging discovery and
providing fun worksheets and games to use along with regular instruction.

My commitment I make to my students is to always be available to students outside of

class. To this end, I give my students ample time to meet with me in my office, furnish them
with my home phone number, and encourage them to communicate with and meet with me as
often as they can. Another part of my commitment is to strive to teach mathematics as well as
possible. I assess both how I have grown and how I continue to grow as I teach. From the time
I began teaching to the present, I can see many things that have develop in my teaching to make
it more responsive to and effective for my students. Some of this is from time spent preparing
lessons and self-evaluation of those lessons. In my teaching growth is through feedback from
my students. This is fostered especially by the relationships that I have with my students. I
make it clear to all students from the beginning that they should talk to me if they ever have
suggestions about how to improve my teaching.

Lastly, I stress to my students that student evaluations are important vehicles for helping
me to become a better teacher. I ask them to make suggestions for things that I should change
to improve my teaching as well as things that I should continue doing because they found them
to be beneficial. Using my teaching style, I strive to improve each and every time that I enter
the classroom. Through my teaching style described here, it is my hope that my students leave
the classroom excited by and knowledgeable in mathematics and confident that I care about
them and their mathematics learning.

ROAD TO SUCCESS