Goal Setting
I am currently a High School Math Coach/Teacher. In that role, I teach IB Math Studies and then spend the rest of my day looking for ways to improve teaching and learning within my math professional learning community.
For both my goals, I see the philosophical ideas that push me to keep talking to others. In doing so, I find that I fine-tune that which I know and mixing with what I think should happen in a classroom in order to create the best possible environment for my students. I know that students learn best by doing, yet how many classrooms are set up with students in rows, taking notes and then tests? I want to change that. I want students to think of math as an exciting place (whether or not they love the content). I want students to think about the struggle they feel when solving a problem as part of the process and not a roadblock. I want students to look at mistakes as opportunities for growth. Whether I find myself in the classroom or in some other leadership role, I feel confident of my direction. My experience this past year with MSUrbanSTEM has stretched me as an educator. I see the power of play. Play was not part of my weekly lesson plans. Now it is. I am working on integrating chromebooks and using them as a tool to engage students with the content instead of working with paper and pencil or listening to me talk. This alone represents a shift in my teaching. I want to do what is best for students. That is what drives both of my goals.
My short term goal (in the next six months): Our math department is a professional learning community that is looking at data to improve student achievement. We are exploring student-centered classrooms and hope to define what a student-centered classroom means for math teaching and learning.
My long term goal (over the next five years): I am a life-long learner who looks for leadership opportunities inside and outside the classroom. As such, I plan on spreading my enthusiasm and interest in the power of mistakes and struggle in the math classroom through my voice and actions. I believe that this concept is transferable to any content area and will seek ways to open the conversation to other teachers as well.
For both my goals, I see the philosophical ideas that push me to keep talking to others. In doing so, I find that I fine-tune that which I know and mixing with what I think should happen in a classroom in order to create the best possible environment for my students. I know that students learn best by doing, yet how many classrooms are set up with students in rows, taking notes and then tests? I want to change that. I want students to think of math as an exciting place (whether or not they love the content). I want students to think about the struggle they feel when solving a problem as part of the process and not a roadblock. I want students to look at mistakes as opportunities for growth. Whether I find myself in the classroom or in some other leadership role, I feel confident of my direction. My experience this past year with MSUrbanSTEM has stretched me as an educator. I see the power of play. Play was not part of my weekly lesson plans. Now it is. I am working on integrating chromebooks and using them as a tool to engage students with the content instead of working with paper and pencil or listening to me talk. This alone represents a shift in my teaching. I want to do what is best for students. That is what drives both of my goals.
My short term goal (in the next six months): Our math department is a professional learning community that is looking at data to improve student achievement. We are exploring student-centered classrooms and hope to define what a student-centered classroom means for math teaching and learning.
My long term goal (over the next five years): I am a life-long learner who looks for leadership opportunities inside and outside the classroom. As such, I plan on spreading my enthusiasm and interest in the power of mistakes and struggle in the math classroom through my voice and actions. I believe that this concept is transferable to any content area and will seek ways to open the conversation to other teachers as well.