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effects of getting good grades
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The first thing you should know about is that my #1 strength on StrengthsQuest is Achiever. That being said, grades are important to me. I strive for excellence and am visibly upset when it isn’t achieved. Math is the subject that has made me redefine the term “excellence”. Over the years I’ve learned to be proud of myself when it comes to math because it is a hard subject and a B is still excellent. That hasn’t always been the case though. I remember staying after classes in Elementary school to get help from a teacher because I couldn’t get the material. I remember the countless days in my teacher’s classroom going over math trying to wrap my head around something others perceived to be so simple yet so complex in my mind. At a young age, my mindset was “I hate math and math hates me so why do I even try”. I also preferred to be only taught math when it was hands on. I hated when my teacher would tell me to read a chapter from my math book and learn the information through reading instead of doing the work on the board. In middle school, it only got worse. In sixth grade, I was dropped from the honors course to the regular pre-algebra mid semester and that took a drastic toll on my confidence. I knew I was struggling but I didn’t think I was that horrible. The whole situation was out of the blue. I got called out of class one day and was told I was no longer in Honors math. Upon joining the regular class, I was getting A’s and felt under challenged which confused me even more. I spent the next two years of middle school in the regular math courses, fighting my advising officer to try to get back in Honors because I knew I could do it. High school I was more determined to prove myself. I started freshman year in the honors cou... ... middle of paper ... ... real world today. Not to mention, it’s essential for students to be able to discuss, redefine, and critique theirs and others understanding of mathematics and ideas. The past experiences also frame my thinking by letting me know why what I should do when it comes to my classroom when I start my teaching career. I know to validate student’s feelings when it comes to math, I know to help the students struggling (equity not equality), and to help whenever I can. It’s important to show the students you care about math, even if you don’t because the way your students see you interact and talk about math affects their thinking. I’ve realized I’m a hands on learner so my ideal classroom will have math posters as well as other specific subject posters. Math was more effective for me if I was able to use my hands and actually see the work done in front of me and work it out.
No amount of education can completely prepare us for the world that lies ahead of us. Because it presents many unknowns, it is exciting yet at the same time frightening. I know that there are still so many things that can only be learned through experience; a challenge with which we will soon all be faced. I would like to read a letter written by a woman by the name of Avril Johannes which was published in the book "Chicken Soup For the Soul." She writes this letter to the world upon her son's and his classmates' graduation and it relates some of these same ideas.
First, i’ll start off by saying that math is not my strongest area. So for me, my whole life I have gone through my math classes really having to study hard and spending a lot of extra hours making sure that I understood the material. I remember math in elementary school being very simple for me. I was actually one of the best in my class. I was always the one to finish my multiplication tables first and to get the highest grades on the tests. This was not where the issue began in my life. When I got to middle school I was placed in a regular math class, not a honors or any of the higher level classes. To me, this was really upsetting, because all of my “smart” friends were in the honor classes. To not be put in that class was heartbreaking to me, because I knew my potential was much larger than a
I realized that what you’re teaching is not always the most important part of your classroom. The environment you provide for your students can make or break your classroom. Every single thing you do as a teacher has an impact on your students from asking about their home life to telling them if they don’t pass a test they will fail. Also, I learned that your strategies and the environment you provide go hand and hand. Students will not be able to learn without both working
Going through elementary school math was just another subject for me. It was actually simple to me. There were easy problems like two plus two equals four and five times five equals twenty-five. In high school, math turns into algebra I, algebra II, geometry, trigonometry, and other advance math classes. Algebra II was my toughest subject, and most of the students were failing the class. Despite my conspiracy theory that algebra was created by Satan, I figured out a way to make it simpler. Later on in the semester, I showed my teacher ways to make the class easier and simpler.
I even had to take special education courses that mainly focused on either math or English subjects, due to those being my weakest points at that time and age. However, when I entered high school, when I decided that I no longer needed, or wanted in my opinion, the assistants for help, I found myself able to take on the subjects that I felt to me my weakest points and make them my strongest subjects, particularly math. I was able to approach the subject with a logical approach, being able to pick up algebra, geometry, and even
Math in school has always been my weakest subject. I can’t stand sitting through the notes. I hate doing the homework, because there’s always atleast one problem I don’t know how to do. Not only did I have trouble with the work, but in class
My freshman year, I was placed in a math class that I learned nothing from. Honestly, it was more of a free period than an actual class. The teacher rarely taught the class, and when he did it was only for a few minutes before he retreated back to his desk. On occasion he’d give us worksheets that were full of simple math that even a second grader could do, and we weren’t challenged to learn anything in the class at all. Due to not learning anything in that class, the next year of math class was extremely difficult for me and a lot of my peers. We were extremely behind, and the a lot of my peers and I got assigned to that year refused to take the time to explain things for us due to the fact that we should have already learned all of it. Even after countless nights of studying and turning to the internet in a desperate search for a new way to figure out the solution to every problem I was stuck on, I never fully understood anything that I was learning at the time. By the end of that semester, I was almost two years behind in the subject and I began to dread any type of math class when I saw it on my schedule. I would sit in my math classes and feel completely clueless about the subject, not understanding anything that my teacher was saying. While the some of the kids in the class got high grades
I'm terrible at math. Trigonometry. Algebra. Geometry. Unlike in other subjects, discrete inequalities and irrational functions just don't process in my brain without some form of flaw standing in their way. For as long as I can remember, it was something that hindered my ability to academically accept myself as an equal to my peers, whom I had always been equivalent with throughout our days of pubescent arithmetic. The transition into high school was really when I was met with the discovery that my struggles were greater than many of my classmates. Although I was still taking the highest levels of math possible for my grade, I was set apart in the classroom. I had to work twice as hard to meet the same expectations as my classmates. This is
My school life is a roller coaster with its ups and downs and loopty loops. During the first two of high school I was doing great and handing in my work and assignments on time, but at the end of grade 10 I failed my grade 10 math by 1 point off. Normally people look back and review what they did and didn’t do at and move forward and improve themselves, but I took the failing a class pretty hard and overthink what I did and didn’t do. Grade 11 was difficult for me and I have trouble with staying focus on my work, because I was too worry and scared of failing my classes and letting my family
One very important factor in every life is the education received as we mature. Education in all subjects is necessary to become a well-rounded individual. Even so, I feel that my subject area has more significance in one’s future because every person uses mathematics every day. Students need to understand why mathematics is important and why they will need it in the future. The way to do that is integrated into the views of the role of the teacher. Teachers need to be encouraging role models that provide students with safety, nurturing, and support in the classroom, along with providing excellent instruction by allowing students to explore and expand their minds in the content of mathematics. Teachers should set high expectations for all students and persuade the students to live up to those expectations. Along the same lines, teaching and learning are complementary concepts. Students need for the teacher to provide them with the knowledge that will be used not only in that class but also in their future endeavors. ...
I know that if I can provide my future students with sufficient information and lesson plans, then they will not have a chance to be unsuccessful. I want what is best for the future of this country and I truly believe that teachers play a role in the future generations. I want to help the children be as successful as they can. I want to make sure that the children understand all the basic ideas in math because this is the beginning where it all piles up. If they succeed in my classroom, then they will succeed in the subject in future years as
Math is probably one of the only subjects that I have really struggled my whole life or more accurately, all my years being in school. Math has been such trouble and really challenging because I cannot really remember mathematical formulas and problem solving methods. It is actually a real struggle when taking a math test or exam, especially a final exam. Trying to remember all those methods and formulas, it makes it hard to think and focus on finishing up all the problems on time. Even though I am often am
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
Coming into the teaching profession not knowing a lot, I was able to use previous experience from previous teachers to understand how important it is to understand whether or not students really understand the subject being taught. Having a passion to teacher also improves how much work teachers have to put into to make sure students understand. Growing up, I had the opportunity to experience what it was like to have a teacher was passionate about mathematics. This particular opportunity showed me how much effect he was able to put on his students performance, but most importantly how much effort he had to put into things to see a change in his students work.
Some children find that mathematics is too abstract and does not connect to their daily life. They may find mathematics boring and irrelevant. Children who are forced to learn mathematics through rote memorization might find that they do not understand mathematical concepts and are unable to solve problems at a higher level as their foundation and grasp of basic math concepts are weak. Children who are forced to sit still and learn math by doing many worksheets may develop math anxiety and an aversion to numbers.