1.

Write a letter addressed to someone outside of academia on the joys and

challenges of teaching.

Hi Kristin,

As part of the development of my teaching philosophy I have been asked to write a letter to
someone that is outside of academia regarding the joys and challenges of teaching. I chose
you because you have been out of college for some time and working in the “real world”
(i.e. not academia)

My joys of teaching come from the experience with my students. I enjoy meeting new
people every semester/quarter and getting to know them and learn their goals. Some of
the students aren’t actually interested in math, some of them are afraid of it, and some
are just plain bored. The students that have a positive attitude, however, tend to be my
favorites. Even if they don’t love the subject, if they walk into class every time with a smile
and a willingness to learn they help the environment of the class. They participate in class.
They tell stories about their lives and connect with me and the other students. I enjoy telling
stories to my students about life in high school and college. I like being someone they feel
they can talk to about their busy schedules and how they’re not sure they ‘re going to make
it but they’ll certainly try. I enjoy working with students who really make an effort in the
class. The ones that read the book ahead of time, who refer to the examples in the book
and even make up their own.

Most of the challenges come from the negativity and fear that I find some students have
regarding mathematics. The students that constantly say to themselves, “I just can’t
understand anything after division.” or “I’m too stupid for math.” are more likely to fail
because they’ve already given themselves a reason to not try. I try to inspire them and
show them that some effort does produce results. I attempt to impart some confidence
and positivity and happiness in regards to learning. Some students might never grow to
love the subject, but I would hope that they begin to fear it less after my classes. I certainly
don’t want them to fear me either. There’s a fine line between being “tough with high
expectations” and being the “mean teacher who never gives us a break.” I try to balance
that and have high expectations and inspire my students to have high expectations for
themselves. I want my students to set lofty goals and understand that the process of getting
toward the goal is just as important as achievement.

Overall, I love my job. I want to teach. I love to teach. It’s not just that I love to teach
mathematics. It’s that I love to impart knowledge. It can be the knowledge of how buildings
are constructed or how the president is elected or that one plus one is two. As long as I get
to teach, I feel that I’ve helped someone get a little closer to their goals.

Thanks for reading my rambles. :)

Lori
2. Make a list of the qualities of an effective teacher.

Effective Teachers:
● Speak clearly and loud enough without yelling.
● Do NOT Judge their students or colleagues.
● Are well informed on their subject matter.
● Know what resources might be available for a struggling student.
● Are creative and able to improvise to explain a topic multiple ways
● Use multiple resources in the classroom as a good example.
● Are constant learners and express this in the classroom.
● Are positive, encouraging and compassionate.
● Willing to ask for help or ask for guidance
● Can say no to students who are seeking an “easy A”
● Challenges the students to step outside their comfort zone.
● Encourages the students to question everything. EVERYTHING.
● Asks lots and lots and lots and lots of questions.
● Are timely and organized and responsible.
● Open for communication (email, typically, but in class or office hours too)
● Creative. (Colonel Akers’ toolbox of math)
● Lifts students up (Don’t tell them they should possibly consider another major. Tell
them they should spend more time studying, spend more time with students that can
explain the material. Give support.)
● Work well with other teachers. Collaborate to create classes that flow together and
work in parallel.
● In the university/college setting, treat the students as adults and tell them that you
intend to do so.
● Works well with administrators. If unwilling to do something, have supporting
reasons.
3. “Free-write” on a memorable experience in the classroom that you experienced or
observed. Consider what went well, what you might do differently, and why.

As a student, a memorable experience would be in my graduate analysis II class. The

instructor presented a problem which required a complex (and very different) way of
proving. The problem was presented on the board, with limited context or hints. We were
asked to take some time on our own to attempt the proof and then we would discuss in
class. About fifteen minutes later, he asked if anyone had any ideas. Not a single one of us
had gotten it. Some had tried proof by contradiction, but the contradiction was just as hard.
Induction wasn’t getting it done. Nothing quite worked. And then, the professor magically
came up with a proof by first applying what appeared to be a rather backwards way of
doing it. (I don’t honestly recall the proof or the way to do it, just the confusion.) I always sat
in the front two rows of class, so I just asked “How in the world did you think of doing that?”
his response: “A lot of thinking. And experience.“

While I enjoyed the challenge and we did have some time in class, many of us were
not incredibly experienced with proofs and even less experienced with analysis. Before
presenting the problem, if the goal was to develop a “new way to look at a problem” I would
have gone through with the class a quick refresher on the ways to prove a theorem. Make
a quick, written or vocal, list and make sure the students know what they need to know.
Present the problem and tell them: “All those ways we just talked about, might not work
here. You’re welcome to try, but I want you to try to find a new way.” This lets the students
know that they need to think “outside the box” that they need to step back from what they
know and attack at a new angle. Again, I’d suggest giving 15+ minutes, but the students
would at least already know that the classic approaches would not work and there would be
less stress and more creativity.
4. Develop your “dream course.”
● What would be your topic?
● What would you want to achieve in terms of helping students learn?
● How would you try to achieve those objectives?
● How would your research interests inform your approach?

My dream course: ALL WORD PROBLEMS

Everyone always wants to know “how am I ever gonna use this?” In a class with all word
problems, the students would be presented with real, tangible problems and have to search
out their methods for solving. They would have to develop the skills to analyze a problem,
document what they know, document what they don’t know, make a plan to solve the
problem, execute the plan and then review the results.

An instructor could be helpful and let them know what section to use of the book or give
them hint words (logarithm) and then encourage the students to ask questions and search
for answers. What is a logarithm? How is that relevant to my problem? Is the information I
have enough or do I need to find more? In the process of asking these questions I would
want the students to learn more about what tool/method they are using and see why. I
would want them to develop those skills so that when they look at a problem in the “real
world” they have the ability to analyze, realize what they know, what they don’t and what
they need to know. I would want them to then solve their problem and evaluate if the results
are as expected or contrary.
5. Begin with concrete details.
● What sets you apart as a teacher?
I have a great enthusiasm for teaching. I want to teach people that are
enthusiastic about learning. I understand that some students will not enter
my classes and already be enthusiastic learners, but I would hope that my
enthusiasm would “rub off” and they can be enthusiastic about the topics they
love. I want to be an example to my students of someone that is doing what
they love and works hard to constantly be better at it. I want to be a resource
for my students, even after they complete my class, or even after they move
on to other endeavours. I try to keep in mind that some students might have
a fear or anxiety regarding mathematics and don’t want to be overbearing or
harsh. I want to be someone who challenges that fear and helps the student
overcome their fears and anxieties. I want to inspire them to face their non-
mathematical fears with the same persistence and patience that they needed
for my class. I want to demonstrate to my students that they can work toward
their goals for the future and they can succeed.

● How would an observer describe your teaching?

An observer would find my teaching methods as very organized, reflective
and steady. I try to keep a constant pace, not too fast or too slow. I encourage
my students to give feedback at any opportunity. If the feedback is positive or
negative, it is all to be considered. I try to regularly make jokes (possibly at my
expense, sometimes with the students) or even just interject small snippets of
positivity and enthusiasm and give the students a reason to come to class in
addition to the learning.
I encourage my students to work together, to teach each other. One of the
primary reasons that I made it through my analysis classes was because I
formed friendships with my classmates and we regularly (every night) worked
together on the homework. We each taught another what someone couldn’t
learn in class or couldn’t learn from the book. We explained ourselves in five
different ways and eventually it clicked. I tell this story to my students in the
hopes that they can find resources in each other and develop connections
and/or friendships that last beyond my own classroom.

● What are the specific skills and knowledge that students should gain in the
classroom?
A student in a mathematics classroom likely has one of two goals: To get
through the class because it’s a general requirement or to develop the skills
and background necessary for higher-level mathematics/science/engineering.
For the students who are enrolled because of the general requirement, my
goal is primarily development of their skills as analyzers. I want to develop
in these students an understanding of the thought process behind solving
 problems. I want them to search through their resources (textbook, Internet,
online lectures, tutors, instructors) and make confident decisions about how
to proceed. Of course, they need to learn the mathematics behind their
problems, but I believe that a repetition of the search through material and
opportunity to distinguish problems will develop their knowledge as well as
non-mathematical skills. At the end of the semester, I want them to have
progressed in their ability to analyze a situation and make an informed
decision.
To the students who endeavour to become scientists/mathematicians/
engineers, I hope to not only develop their skills as analyzers and convey the
knowledge necessary for success in their fields, but to do much more. I hope
to inspire them to follow their passion for the sciences and continue toward
their professional goals in the sciences. I hope to serve as a mentor and
resource when they feel they cannot succeed on their own.

● What should happen in the classroom? Why?

Class should always start with a reflection of recently discussed material.
Often I use this as a time to answer any last-minute questions about the
homework or concepts. Throughout the lectures, I try to include things
like “remember in chapter x, where we did this.” There should be a flow
from class session to class session and topic to topic. As new topics and
problems are presented I emphasize that we are building on previous material
and we need to have a firm grasp on each rung of the “class ladder”. At the
end of each class, I remind students of pending exams, in-class homework
assignments, online homework, or anything else relevant to their grades.
I typically assign homework so that the students develop a deeper and
thorough understanding of the material instead of a surface, “hey, I recognize
that” understanding.

● What are the teaching methods that you consider most effective? Why?
As I teach mathematics, I find that questioning and repetition are the
most effective. First, the questioning gives the students an opportunity to
demonstrate their knowledge in front of their peers and myself. I encourage
the students to question me as well because I want them to see me as
someone with a deeper knowledge base and as a resource. I want them
to also understand that while I am a resource, I am not perfect, I am quite
human, and the biggest difference between myself and them is time spent
with the material. I, too, make mistakes. I, too, have to look up the equations
sometimes. “The essence of knowledge is, having it, to apply it; not having it, to
confess your ignorance.” Confucius