Teaching Philosophy
What does the role of teacher mean? The teacher define as the more knowledgeable other, facilitator, support, passive, an aid, compliments the learning, models the behavior, is available to the learner. "The teacher must open up to existing possibilities, be passive, and trust that an order will emerge” (Kirch, 2013). In other words, the teacher acts as a facilitator and guides students in their learning, and lets the students explore the subject matter and construct knowledge using their past experiences, social interaction and social collaboration with their peers.
I believe that teaching is about more than just delivering content; it's about fostering a learning environment where students can actively engage with the material and develop confidence in their abilities. In mathematics, where abstract concepts can often feel daunting, my role is to make these concepts approachable and relatable. I aim to guide students through the learning process, encouraging them to ask questions, explore different problem-solving strategies, and connect what they learn to real-world applications. By promoting critical thinking and independent exploration, I help students not only master mathematical skills but also build a mindset of curiosity and perseverance.
During my experience teaching the Pre-Calculus 110 course at Bernice MacNaughton High School, I developed an assessment method that emphasizes active learning and peer interaction. While traditional test assessments remained unchanged, I redesigned quiz assessments by introducing a class debate and presentation model. In this method, students solve problems on the board while explaining their thought processes to the class. Their peers are invited to critique and offer suggestions, creating an interactive atmosphere where students learn from each other. This approach enhances critical thinking and reinforces concepts as students effectively "teach back" to their classmates. The process not only helps them understand the material but also fosters confidence in public speaking and collaborative problem-solving.
This interactive method has proven to be highly effective, as feedback from students indicated that they preferred this approach than the traditional quizzes. They felt it significantly reduced stress while helping them better retain material for future assessments. By encouraging active participation and peer learning, this method cultivates a deeper understanding of Pre-Calculus topics, making it a practical and effective way for students to engage with advanced math. My experience shows that giving students the opportunity to learn from each other leads to better outcomes and a more collaborative classroom environment.