Domain C

As Ive come closer to finishing my student teaching I am more aware as a

teacher how to handle different class sizes, individual attention or help for certain
students, and full knowledge about the material and moreover, finding the best way to
teach the material to the students so they will understand it. Pedagogy of teaching math
can cause a lot of strain on the teacher and also the students who need individual help.

In addition, I truly appreciate the time management skills we have to endure in order to
engage in meaningful curricula review. I think, it is about teaching, using your personal
skills and use the teaching pedagogy abilities to introduce the students with math
language and make them have pace with it (math I mean). My fist goal to achieve while I
am teaching as a new educator is to make some students get the first taste of math after a
long time of miscommunication with it, who knows, maybe since they were introduced
with it, in a way that they didnt get math before. This is not an easy task to reach, but I
guess this is going to be my first Common Core Math standards and starting from there
my job will be more worth doing and a benchmark achieving.
Therefore for this Dimension 7, I included a Student Self- Assessment Rubric that I used
during my student teaching. This rubric displays students evaluation of themselves by
the Students Self- Assessment Table of three categories: Understanding, Strategies,
Reasoning and Procedures-Practitioner, and Communication about the chapter review
knowledge on functions which is used to represent and analyze change in various
contexts, make predictions and generalizations and provide models and explanations for
realworld phenomena. The students were able to see the weakest and the strength points

when seeking specific information, after they had done the self-assessment rubric. Thus,
students were able to list clearly and concisely in-depth analysis their work and evidence
of student thinking.
As for the Dimension 8, I provided my project called Nutritions by Numbers. It took me
2 weeks to plan it. With this project, I wanted to inspire and motivate their math interest,
implementing my thought project into the lesson plan. As the math teacher, I understand
that measurable differences occur in learning and retention when students participate in a
process that affirms and builds on their prior knowledge. In addition, fractions and
percentages through concrete example of healthy food is one way that students can build
their conceptual understanding through the use of models, assisting their learning process
from the concrete to the symbolic. Also, I am trying to put in their minds the idea of using
numbers in everyday challenges, starting with calculating calories we put in our body
first and retrieving information for a healthy lifestyle of the future. This unit was a great
success and the students got involved and engaged in every sequence of the learning of
this unit. The main purpose of this project was for students build up their percentage and
fraction skills in comparing the nutritional values of similar food products. I divided
students in group of four and let them work independently into the groups to explore each
products nutrients fact. After 10 minutes of independent work, each student had
completed the calculations for their product. As the procedure, I asked the group
members to come together and compare the nutritional facts of the different products. By
the end of that unit, students were able to calculate individually their daily intake of
various nutrients and compare their diets to recommended daily percentages.

For the Dimension 9, I provided my Certificate of Attendance for Child Abuse and
Neglect hosted by Vincent J. Fontana Center on June 4, 2013. It is important for us as
new teachers to know how to behave in classes with students who come from different
backgrounds and different paths of life. This workshop helped me understand how to
identify students issues that might have in some difficult situations. As teachers, is
always necessary to enrich and develop social and communication skills toward students
and going to these workshops help to respond various life situations.
But along the way, I learned more about Common Core for Math Standards and what it is
expected from us as new educators to be. It is a topic so considerably discussed on
media- news and from every school educators of every major program. Since the last
spring season I did it at the Long Island City High School, I had the chance to ask Brooke
Nixon about what is a rigorous classroom?
Brooke Nixon-Friedheim is the AVID Coordinator for the Long Island City High School.
She is the Head of the Math Department and her version of the rigorous classroom helped
me elaborate my teaching as well. She cites: A rigorous math classroom is one in which
all students need to think deeply in order to be successful at the work. It will include
tasks that require more than just rote answers. It can be of any level; a kindergarten math
class can be rigorous. Students are working to make their answers comprehensive;
sloppiness, at whatever level the students are at, is not an option.
I think is important working to ensure that lesson plans are aligned and absorbed from the
class in the best way any teacher can achieve it. I agree about teacher collaboration, or
putting benchmark goals and so on , but I also agree about that we have to use the

materials in timely manner and the utilize a rigorous and collaborative approach to teach
the students.