Teaching Components
Experienced at Bernice Macnaughton HighSchool
In my teaching experience at Bernice MacNaughton High School, I have had the opportunity to teach Pre-Calculus 11, Foundation 12, and Math Financial Workplace 11. Throughout these courses, I have developed clear learning objectives aimed at helping students build a solid foundation in mathematical concepts while fostering their confidence in problem-solving. In Pre-Calculus 11, I experimented with a new instructional method that replaced traditional quizzes with a debate and presentation model. This method allowed students to solve problems on the board while explaining their thought processes to their peers, which not only reinforced their understanding of the material but also encouraged collaborative learning. Their classmates offered critiques and suggestions, creating an interactive classroom environment where students learned from one another. I found that this approach significantly reduced students’ stress and helped them retain material for future assessments, making the learning process more engaging and effective.
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Assessment plays a crucial role in my teaching philosophy. While traditional exams remained part of the course, I redesigned quiz assessments to emphasize active learning and peer interaction. This approach encouraged critical thinking and allowed students to “teach back” to the class, deepening their grasp of mathematical concepts. Managing this kind of classroom required balancing structure and flexibility, ensuring that all students had an equal chance to contribute while maintaining respect and focus. Feedback was another essential element of my teaching, as I provided both direct guidance and facilitated peer feedback, helping students reflect on their learning and make improvements.
Experienced at home-teach music
Outside of my high school teaching, I also teach music privately, focusing on piano, guitar, and saxophone. Private music lessons require a more individualized approach, as each student progresses at their own pace. My teaching in this context is highly hands-on, as I model techniques and guide students through practice-based learning. Unlike the structured assessments of high school math, music teaching involves continuous assessment through performances and skill development. I provide personalized feedback, helping students refine their techniques and develop self-discipline, which is crucial for their musical growth.
In my private music teaching experience at home, I offer one-on-one lessons in piano, guitar, and saxophone. This personalized approach allows me to tailor each lesson to the individual student's needs, skill level, and learning pace. Teaching music in this setting is highly interactive, as I work closely with each student to model proper techniques and guide them through hands-on practice. This one-on-one format creates a supportive environment where students can receive immediate feedback, helping them refine their skills more effectively.
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Each lesson is designed to focus on both technical proficiency and musical expression. I emphasize the importance of regular practice, encouraging students to build discipline and dedication to their instrument. Since every student learns differently, I adapt my teaching style to suit their learning preferences, whether they need more time mastering scales or exploring new songs. Assessment in private music teaching is ongoing, based on the student's progress in mastering new techniques, pieces, or performances. Rather than formal exams, students demonstrate their growth through regular performances or playing new pieces. My feedback is individualized and constructive, aimed at helping them develop both their musical abilities and their confidence as musicians. Teaching music in a one-on-one setting has allowed me to develop strong relationships with my students, creating a space where they feel comfortable experimenting with their instruments and expressing their creativity. This personalized approach has deepened my understanding of different learning styles, which contributes to my broader teaching philosophy and experience.
Teaching Aspirations
As I continue to grow as a teacher, I am constantly seeking ways to refine my practice and become even more effective in supporting student learning. One of my key aspirations is to further enhance my ability to make complex subjects, like mathematics, more accessible and engaging for students. My experience at Bernice MacNaughton High School has shown me the power of active learning, peer interaction, and creative assessment methods, but I aim to deepen my understanding of how to foster a classroom culture where every student feels empowered to participate, take risks, and learn from their mistakes. I want to continue developing innovative approaches that reduce student stress while improving their grasp of challenging material, particularly in subjects that many find intimidating, such as Pre-Calculus.
In my private one-on-one music lessons, I’ve seen how tailoring instruction to the individual needs of each student can lead to remarkable growth. I aspire to bring more of that individualized attention into my high school teaching, even in larger class settings. Understanding that each student learns differently, I aim to differentiate my instruction, offering multiple pathways for students to engage with the material. By fostering an inclusive learning environment that recognizes and supports diverse learning styles, I hope to help every student reach their full potential.
Another aspiration I have is to continue growing as a reflective practitioner. I believe that great teaching is rooted in a willingness to adapt and evolve. I want to be the kind of teacher who is always open to feedback, both from students and colleagues, and who is committed to lifelong learning. Whether it’s adopting new technologies, experimenting with alternative assessment methods, or finding innovative ways to connect with students, I aspire to continuously refine my teaching practice to better meet the needs of my students.
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