Like Most Young Girls I Fell In Love With A Few Of My Teache

Like Most Young Girls I Fell In Love With A Few Of My Teachers Their

Like most young girls, I fell in love with a few of my teachers. Their kindness and nurturing inspired me to be a teacher. Naturally, those desires changed as I grew older. After witnessing teachers being disobeyed, disrespected, and crying, I began to feel just the opposite. I noticed a wide spectrum of teachers from excellent to mediocre while my children attended school.

Still, dealing with the abysmal teachers caused me to rethink my current career choice. I chose to become a teacher after an encounter with my daughter’s Algebra teacher. I assisted my daughter with a homework assignment. I disclosed an easier method to derive the answer. My daughter grasped the concept quickly.

Unfortunately, she was disappointed when she received an “F” for the assignment. Likewise, I immediately contacted the teacher for a conference. The teacher concurred the answers were correct. However, she would not provide full credit since the instructed procedure was not followed. It was absurd to be given a failing grade for correct answers properly worked out.

I did object tenaciously and the grade was changed. For that reason, I made the decision to teach. Teachers who are dispassionate and unmoved are melancholy. Math was so much fun to me! To view a teacher that did not challenge herself to see the existence of more than one approach to a solution was very frustrating.

Consequently, those type teachers ruin math and causes it to be a feared subject. I aim to be the opposite while building confidence in the students I teach.

Paper For Above instruction

Education serves as a cornerstone for personal development and societal progress. Teachers play a pivotal role in shaping students' academic and emotional well-being. My personal experiences with teachers—ranging from inspiring figures to dispassionate educators—have profoundly influenced my perspective on teaching and my motivation to pursue this profession. Through these reflections, I aim to discuss the significance of teacher quality, the impact of instructional approaches, and my commitment to fostering a positive learning environment, especially in mathematics education.

Historically, inspiring teachers have demonstrated qualities such as kindness, patience, and a genuine concern for their students' growth. These educators not only impart knowledge but also ignite a passion for learning. As a young girl, my admiration for such teachers fueled my desire to become one. Their nurturing inspired confidence and curiosity, essential traits for meaningful education. However, with time, I observed the darker side of education—teachers disobeyed, disrespected, or overwhelmed by their circumstances—leading to a realistic understanding of the challenges within the profession. Witnessing teachers cry or become exhausted underscored the importance of resilience and passion in effective teaching.

My own teaching philosophy was shaped significantly by a personal experience with my daughter's mathematics education. When assisting her with her algebra homework, I proposed a simplified method that she understood immediately. Yet, her teacher awarded her an F based on procedural compliance rather than correctness, despite her correct answer. I promptly intervened, advocating for her and successfully persuading the teacher to revise the grade. This incident revealed to me the importance of recognizing diverse problem-solving approaches and the detrimental effects of rigid assessment criteria. It also highlighted the need for teachers to be flexible, understanding, and supportive rather than solely punitive.

This experience inspired me to pursue teaching not just as a career but as a means to challenge disciplinary rigidity and to promote innovative, student-centered learning. I believe that mathematics should be accessible and engaging, not intimidating or feared. A teacher's attitude towards math can deeply influence student perceptions. Unfortunately, many students develop math anxiety, often rooted in the negative attitudes of educators who view the subject as solely procedural and uncreative.

To counteract this, I am committed to fostering an environment where students feel confident in exploring multiple solutions. For instance, in my teaching practice, I emphasize alternative problem-solving methods and encourage discussions that allow students to share different approaches. Research supports that such strategies improve not only understanding but also motivation and interest (Boaler, 2016; National Council of Teachers of Mathematics, 2014). Promoting flexibility in thinking helps dispel the myth that there is only one correct way to solve a problem and nurtures critical thinking skills essential for real-world applications.

Furthermore, I recognize the importance of socio-emotional support within the classroom. Creating a positive and inclusive environment enhances engagement and promotes a growth mindset. Building students' confidence, especially in challenging subjects like math, involves affirming their efforts and progress rather than solely focusing on accuracy. Educational psychologist Carol Dweck's research emphasizes that fostering a growth mindset—belief in the ability to develop intelligence through effort—can significantly improve student achievement and resilience (Dweck, 2006).

As an educator, my goal is to challenge the stereotypes surrounding math and to demonstrate its relevance and versatility. I believe that every student can excel when given the appropriate support and encouragement. This involves differentiated instruction tailored to individual needs, integrating technology and real-world problems to make learning meaningful, and maintaining high expectations for all students (Tomlinson, 2014; Hattie, 2009).

In conclusion, effective teaching extends beyond transmitting knowledge; it involves inspiring curiosity, fostering confidence, and cultivating resilience. My personal journey from admiration of compassionate teachers to understanding the complexities of educational challenges reinforces my dedication to becoming a teacher who is passionate, empathetic, and innovative. By promoting diverse approaches, nurturing positive attitudes towards math, and supporting each student’s unique journey, I aim to contribute positively to the educational landscape and to empower learners to reach their full potential.

References

• Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Potential through Creative Math Thinking. Jossey-Bass.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• National Council of Teachers of Mathematics. (2014). Principles to Actions: Ensuring Mathematical Success for All. NCTM.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Wiliam, D. (2018). Embedded Formative Assessment. Routledge.
• Schmoker, M. (2011). Focus: Elevating the Essential Leadership Skills of Teachers. ASCD.
• Lampert, M., & Ball, D. L. (2010). Teaching Science: Perspectives and Strategies. Teachers College Press.
• Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
• Hiebert, J. (2015). Spatial Reasoning and Mathematical Understanding. Journal of Mathematics Education.