reflection on micro teaching

I really enjoyed micro-teaching. I was quit comfortable because I was presenting within the group. My group mate gave me all nice comments. however, I realized that I should work on making more strong bridges. Also, I felt that my finished early than anticipated. So, I need to work on time management and should prepare emergency lesson plan.

Summary and reflection on “Battle Ground Schools: Mathematics Education”

This article highlights the issue of “progressive” and “conservative” approach toward mathematics. This battle is going on since late 19th century. While conservative approach emphasis on fluency in mathematics by authoritative way, progressive approach believe in understanding mathematics from own experiences and stimulation by teachers.
Mathematics was always viewed as “hard, cold, distant and inhumane” by most of the people. Condition becomes worse when it is taught by teachers who are not skilled in mathematics. Administrators think that instruction can be given by anybody from the textbook. Clearly, they just believe that math is memorization of facts and ther is no understanding involved the subject.
To improve the quality of mathematics, three movements occurred so far i.e. progressivist reform (1910-1950), the new math (1960) and the math war over the NCTM (1990-present). Accelerating industrialization was main reason for progressive reform and it emphasizes on meaningful mathematics rather than mere memorization for productive roles in a democratic and industrial society. John Dewey, main activist of this reform, encouraged “the process of experimentation and inquiry”. However, his recommendations were not fully followed. Then the New Math comes into play after the post war period when America wants to go ahead of USSR and want all students to be scientists, which was influenced by mathematicians in France and it spread across the world. This math was again “highly conservative”. In late 1980’s, math was brought back to basic curriculum. NCTP set the standards for mathematics which were “initially well-received by both government and teachers”. However, in mid-1990’s, anti-progressive views started coming up again.
The battle between conservatives and progressivist is still going on. Political and educational leader should think about the students rather than being rigid to their own believes. There should be balance of everything in the curriculum and present and future needs of students should be taken in care equally.

reflection from a student

letter from a student who does not like his/her teacher


hello Ms......,

I realized that if I have done math properly then I could succeed in university. You always tried your best, but it was your teaching style which makes hard to understand. You keep doing things by yourself in class and never involved us. You should had some activities in your class which could keep students awake.

I just want to suggest you that try to involve your students in your class as much as possible in future.

with regards,
.....


Letter from a student who like his/her teacher

hello Ms...

I am your old student ..... I hope you are doing well. Today I have joined as math teacher. I want to tell you that is all because of you. I got inspired from your way of teaching.The way you try make us understand all concept from the very basic make me study mathematics in my university. I always liked the way you approached us with warmth and care. You allow all students to come to you for any kind of extra help after class. You always tried to find the reason if somebody was not doing well in class. I remember when you just stared teaching us, I was not able to do my homework because of being sick. I was so afraid that you asked me to see you after class, but I was surprised when you welcomed in your office with love asked me reason of not doing it and then gave me extra time finish it. since that day, I never hesitated to ask you anything. Your love and warmth for students always encouraged to learn more from you.
I wish I will be a teacher like you.
Thanks for being my teacher.

With regards,
.....


Thoughts

From above letters I have realized that a good teacher should communicate with students as much as possible and should include activities for students for effective learning.
My biggest fear is when you have to finish whole curriculum in such a limited time, how is it possible to create different kind of activities for every lesson.

Teaching and Learning Mathematics

TEACHING AND LEARNING MATHEMATICS

It is well known that good teachers love the subject they are teaching.  On the other hand, if you as the teacher feel negative towards mathematics, it may show up when you are teaching your students and can affect them similarly.  Little children usually like numbers and math - yet many kids in schools develop 'math anxiety or phobia' or end up disliking math.  A major factor in that is the way math is taught and the way the teachers feel about math.

We have been to a Senior Secondary School, and asked several questions to both math’s teachers and students. The results were not that surprising. After interviewing several students, we found that most of them do not like mathematics and find it boring. By analyzing different students, we realized that they want to be taught by instrumental way. However, they want to understand purpose of math they are studying. They could not relate the purpose of learning math other than measuring, estimating the bills. Even when they are asked that what they want to change in curriculum, their answer was that want math which can be used in daily life. Therefore, the students might get more motivated if she/he knows where all maths is needed.  So many times kids question the needfulness of things they study.  Emphasizing and pointing out the everyday applications of math may help them. Even when they are asked that what they want to change in curriculum, their answer was that want math which can be used in daily life.

Also, students prefer hands on learning rather than lecture method. They like teachers who involve activities in their lessons. One student said that she wants math more hands on which means that they want more activity oriented curriculum. Thus, by including different activities in class we can motivate students.

We had a chance to interview and observe secondary mathematics teacher in a class. Students were taking interest and paying attention to what they were taught.  We talked about her teaching strategies. She told us that  one very important factor in motivating students to study math is that you yourself, as the teacher, stay positive about math - if possible, enthusiastic! .

Secondly, we need to get the student involved!  One of the reasons for math anxiety is the way math is often taught as "There is only ONE way to do this, and you need to do learn it and do it right."  Math is presented as 'given from above'.  Students can be much more motivated if they are asked open questions, involved in the development of concepts, given very open-ended exercises.  Granted, this kind of teaching style may require a lot of planning from the teacher, probably a good understanding in math, and good materials.

Thirdly, the teacher should not put a wrong answer down.  Instead, say, "Please can you explain how you came up with that?"  In a classroom, a teacher can ask, "Did someone else get the same result as you? OK. Did somebody get a different result? OK, we have two (or three) different answers here. Let's figure them out."  Wrong answers are valuable.  You get insight into student's thinking and where he went wrong, and what needs a rethought.  Students and kids need to be treated as humans and not feel put down or stupid for their answers.

Last but not least, take the emphasis off from tests.  Tests are a part of school but they don't need to be the ultimate goal.  She told us that, she returns the quizzes back to students and ask them to do the corrections. The goal is to learn math so the child can use it in her life. 

IT’S THE ATTITUDE NOT THE APTITUDE THAT DECIDE THE ALTITUDE OF YOUR SUCCESS.

LESSON PLAN FOR MICRO- TEACHING

	What	How long	Materials used
Bridge	Have you ever used paper to make something?	1 min
Learning Objective	To learn how to use used tissue papers
Teaching Objective	Every one participate and enjoy
Pre-test	Has anyone used tissue papers before to make flowers?	1 min
Participatory learning	Ask everybody to follow the steps	5 min	Tissue papers and twist ties
Post-test	Can they make flower by themselves now?	2 min
Summary	Give overview	1 min

An interesting teaching method by Dave Hewitt

The movie on Dave Hawitt’s teaching strategy is very insightful. I liked his way of teaching in which students play the key role and teacher just help them how to find the path to solve a problem. He makes students to come to the learning objective by themselves. The thing which I liked most is how he draws attention of the students toward the subject matter.  I was struggling with a question from long time that how can we make uninterested students attentive? I got answer by watching Dave’s movie. We just have to plan a lesson in which students do most of the work and teacher just act as a facilitator to achieve certain goal. This teaching method builds students’ confidence in that subject matter because they are getting result and checking it. So, students’ achieve the learning objective by themselves and teacher act as a facilitator. I will definitely try this method in my class teaching.

impact of math teachers on my life

Like majority of students, me too have been greatly affected by my teachers as per my interest in a particular subject is concerned. But I was largely affected by my grandfather, especially in case of mathematics, who was a mathematics teacher. Though they had never been my class teacher, still they always had greater impact than my class teachers in producing my interest in this subject.

Starting from the middle school, I have always been a remarkable student of mathematics and the credit goes to my class teachers as well as largely to my grandfather with whom I think I used to spend much of my time after being home. As per whatever I remember of my old school days, I had always been affected positively by teachers who employ practical teaching aids. Even in high school I had great teachers who added a lot to my interest in mathematics and the result was always clear from my grades.

As I entered in secondary level of education both my grades and interest starts degrading. Major reason was my senior secondary mathematics teacher who always followed theoretical and lethargic teaching methodology. She do problem by herself without explaining us and ask us to memorize those problems as it is. Her class has no enthusiasm and makes me sleep in her class. In starting, I tried to ask her question and she was so rude to me and I never tried again to ask her again in class. I lost my interest in mathematics.  But thanks to my grandfather who identified the root cause of my degraded performance and helped me to regain my original interest. He started putting extra efforts for me at home and used his experience and his enthusiastic and practical way of teaching. And finally once again, after regaining my degraded (if not totally lost) interest in mathematics, I chosen mathematics at graduation level and really enjoyed it till now. So, as far as I am concerned, I faced a little dip in my interest in mathematics, because of my secondary level teacher, but my grandfather had always been there for me.    

One thing I learned from that experience is that never be rude to students. It discourages them. They will never come back to you and start hating that subject.    

 

Response on Skemps Reading

“Relational understanding and instrumental understanding” by R.R. Skemp is very insightful article. I t forced me to think about the different approaches used to teach mathematics. I agree with Skemp that when he says that relational understanding is important in mathematics. However, student’s goal, examination reasons, and over-burdened syllabi encourage teachers to follow instrumental thinking mathematics. While I was reading the article, i was thinking about my own learning and teaching experiences. I always preferred relational understanding. For example, it is easy to remember a formula and solve problems quickly. If you forget the formula, then there is no way to solve the problem. However, if you have learned the formula by relational understanding, you can retrieve it and solve the problem. In my teaching experience, most of the students prefer easy and quick way to solve the problem. They do not want to waste time to learn how certain formula is derived. Also, syllabi do not allow teachers to explain each concept thoroughly. So, according to Skemp, we need to revise syllabi and teaching approaches.