Philosophy of Teaching

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Philosophy of Teaching

My philosophy of teaching is simple; learning should be enjoyable and individualistic. If the students find the lessons interesting they are more likely to pay attention and in turn grasp the concepts easier. Because every student is different, which I quickly found while teaching in Trenton, I feel that it is best to incorporate a variety of teaching styles into each lesson. With the use of multiple teaching styles and activities I will see that each students needs are met. If the students’ individual learning style is met by my multiple teaching methods they are more likely to grasps the concepts and enjoy the lessons. It is very important to me that every student succeeds in my class no matter what their ability or interest in mathematics may be, and attempt to show the students that mathematics is interesting and is relevant to their everyday lives. For many students their disinterest in mathematics is caused because they don’t see the relevance to their lives. By making real life connections to mathematics the students interests will be peaked and they will see the importance of learning the information.

Through the use of various teaching methods I will accommodate various learning styles. In addition to lecture I plan to use manipulatives such as games and hands on explorations to make sure that each student stays interested in the lesson. Also, I plan to utilize the technology that I have access to and teach students how to use this technology in everyday life.

I also believe that a good educator reaches out and grabs the attention of the kids who aren’t the ones sitting in the front of the room with there hands up after every question. I want to reach the students who are sitting in the last row feeling like school just isn’t for them. Because you must build upon each lesson from day one and from year to year in mathematics, it is vitally important that every student understand each concept. Unlike other subjects such as history, where understanding US history one year does not depend upon your understanding of world history the year before, if a student does not understand a concept one year it is difficult to build upon the next year.

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