Summary of Student/Teacher Questions

STUDENT:
The student our group interviewed has just started her second year in high school, located in Victoria, BC. She has recently started a job and recognizes that the math skills that she has learned in the classroom carry over into every day tasks. When dealing with money she uses her knowledge of decimals, percents, fractions, etc. She is aware when her basic math skills are used in every day situations. Because of this, the student knows that learning math skills in school is important for everyone, regardless of how far they extend their math education. Although she can find math frustrating when new concepts are introduced, she is the type of student that persists and asks questions until she is comfortable with the material. The fact that she enjoys math class helps her work towards a better understanding. We have discusses many forms of teaching and learning for the students in a classroom but this student prefers reflecting on her notes at the end of the day. She feels it important to have a hard copy of what the important concepts were that she learned that day. She realizes that auditory learning is not always for her, so she accommodates by organizing her notes. She is very focused in the classroom and doesn’t let her surroundings distract her. This is useful for her learning style as she relies on her memory to help her connect concepts taught from class to class.

TEACHER:
1) What kind of teaching style do you follow?
I lecture the basics and until the required lesson has been taught, but then I initiate group work, projects, collaboration, peer-peer helping. I try to get the kids as hands-on as possible. I taught shop class for a long time, and you don't learn how to make something by watching, so they have to actually practice. they have to ask questions and think critically, which doesn't happen as often in a lecture-based environment.
2) What do you do to ensure that your classroom is an inclusive one?
It’s important to read files that accompany students with special needs. The first step is to understand your students and figure out how they are going to learn best. Then it's just a matter of facilitating an environment that is conducive to those needs. Utilize support works - that's what they're there for. And obviously, be an example; be accepting of all races, sexualities, cultures. It comes down to the golden rule, treat others as you'd want to be treated.
3) How do you regain control of a class after you've lost control?
Establish authority among your students from day one. Create a respectful environment; respect your students and students will usually reciprocate that respect. Deal with difficult kids one to one as much as possible, rather than singling them out among their classmates, which can escalate a situation. Physically move over to a loud area; you don't even have to say anything a lot of the time.
4) How do you assess students and in which ways?
Mathematics is different from a lot of other subject areas. There isn’t much room for points with creativity, inventiveness, or effort; the students have to know what is taught in the curriculum. 90% of the grade in my math class is from written examinations, and only 10% comes from homework. It sounds unreasonable to some, but I think its good preparation for university, where you have 50% finals. We have lots of quizzes thrown in, so all the weight isn't on their end exam.
5) What is the most challenging part of teaching math?
Keeping the subject fresh and interesting and relevant is important. It’s so easy to be lazy and stand up in front of the class and lecture straight out of the text. But in order to challenge students of all abilities, you have to make the classroom a community in such a way that if a few people are failing, the whole group is weaker for it. You have to get everyone involved and active, which takes a lot of effort.