Running head: PHILOSOPHY OF EDUCATION 1

Philosophy of Education

Hannah Wissmann

Regent University

In partial fulfillment of UED 496 Field Experience, Spring 2017

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Introduction

There are elements of education which become more pronounced in math than any other

subject. No other subject carries so much anxiety or preconceptions. As an educator, it is

important to know how to steer students through the subject with engaging and encouraging

activities. Math raises several specific questions: Is a zero allowed? How much homework

should students have? Are there any math specific learning strategies which promote confidence?

I have had answers for these questions, but after experience in a classroom as a teacher, I have

changed some of my opinion.

Statement of Goals

My overall goals for myself and my classroom have not changed. It is mainly how I reach

those goals that has changed. First, I want a classroom where students are confident in math.

These means making an atmosphere that accepts and celebrates mistakes as evidence of learning.

The math classroom for too long has been just about getting the correct answer. Instead, I want a

classroom that celebrates the journey and process of math. Second, I want to continue learning. I

want to bring best practices to my classroom, which means I will make mistakes and need to

work some strategies out my first year and every year after. Third, I want to teach my students

and remind myself of perseverance. Math is not easy and even I need to struggle with questions a

little. I want my students to leave my class knowing this is a good thing and how to persevere

and seek help. How I handle grading, classroom management, and students learning will reflect

and adjust as these goals become practice.

Grading

First, is a zero allowed? I would have said yes. And part of me still does. If I receive

nothing, the student receives a zero in the grade book until the end of the quarter. But this based
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on a percentage system out of 100 points for every assignment. I prefer the points system. Each

assignment is worth a specific amount of points and students points are award based on correct

procedures. At the end of the quarter, student receive a letter grade for how many points they

have received out the total points offered. This eliminates some of the 50 points worth of E/F

argument.

From a math standpoint, the E/F being worth 50 points makes no sense. It does make

sense to only count a 50 or 40 as the lowest possible grade. However, students are still so steeped

in not a zero they begin to believe they receive points for no work and think they can skate by

on nothing.

To promote student responsibility, there must be a cut off for makeup work, a late-work

policy, and independent practice at home. High school and middle school are different in their

degrees of responsibility. Still, make-up work from being absent should be completed within 5

days of the students return and before the end of the unit. In some schools, there is no late

policy. They maintain at least the student has done their work. I must agree in math specifically.

The important part of math is practice. If the student turns in an assignment late but completes it,

it acts as a formative assessment of skills, no matter the date it was completed. Which brings me

to independent practice; there must be some. How will I, the teacher, know how much the

student can accomplish on their own? Students are still learning and should have the opportunity

to go over questions in class from their homework. But instead of giving a concept check every

class, have students complete homework questions and go over one or two columns in class.

Then, take up the copies and grade the remaining 8-10 questions.

I used to believe homework should only be graded for completion, that work had points

deducted every day it was late, that a zero was perfectly fine. After some experience teaching, I
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see the importance of mercy in math education, confirming my previous beliefs. Students are

already struggling with anxiety from previous math classes. They do not need other stressors

from me about turning in late work or receiving a zero. This is mercy, withholding a due

punishment, and not grace, giving an unmerited gift. I see now the distinct between the two:

teachers cannot have grace in grading mathematics. I cannot give points if the student has not

earned the points, showed the work, turned it in. However, I can extend mercy, giving students

an extra day with no penalty.

This is similar to how God deals with us. God, in his mercy, caused us to be born again

into a living hope (1 Peter 1:3) but it is by his grace we are saved (Romans). As a teacher, I give

my students hope in themselves and in math by extending mercy. Sometimes, even in our faith,

we are less likely to complete a task if we are punished. Some students fall into the no

homework pit and no amount of point deduction can dig them out. These same students will

often respond positively to one extra day. In a different category, grace is usually associated with

salvation. This goes against everything I believe with education I will not be your savior by

extending grace, extra points. This is very contrary to the way our salvation works, by grace

alone not through works. It is precisely the works (practice) part of math class that will pass you.

I am not saying there is no room for grace in the classroom, just not in grading. Grace comes

more into practice in classroom management.

Classroom Management

Students do not always respond to positive behavior and classroom management. I have

learned a one size fits all management strategy is not practical. Students, especially in middle

school, are fluid; what works one day may not work the next. Instead, I need to get to know each

student and determine what makes them tick. In other words, what do they work for. For
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themselves and their grades, for their peers and attention, for a teacher who cares. With this

knowledge, I can plan discipline and have consequences specific for each student. For some,

lunch detention will be enough. For others, it will not be. Some may need a job in the classroom.

There is a difference between motivation and behavior issues. However, knowing a students

motivation will help prescribe a remedy for some behavioral problems in class. In math, students

will shut down and not try because they believe they are not capable of understanding math. This

fight is harder to win and boils down to a teachers philosophy of learning math.

Learning

I truly believe every student can learn math. To do so, I must help change the way they

view roadblocks, challenges, and success. Students must have a growth mindset. I promote

mistakes. Research says students have increased brain activity when they make a mistake,

whether they notice it or not. This means having students share their mistakes is important to

learning. It is not enough to say you value mistakes, or point the mistakes out when grading.

Students must present the mistake in front of the class and share their thought process. When

students are able to correct and explain their mistake, their brain grows more than when they get

it right the first time.

This process must be rooted in a nurturing environment, where there is no judgement.

Students do not naturally want to broadcast their mistakes because our society values correctness

and success. What if success was making a mistake, then learning to fix it? Which will serve out

students better in the long run? Teaching them to find and fix mistakes, or hoping their first

attempt is good enough?

I have not figured out how this works with grading. Points taken off are because of

mistakes. So, do I limited the amount of graded assignments to summative assessments and a
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few quizzes? This gives students freedom to make mistakes and correct them before a graded

assignment. Or do I grade, and provide them opportunity to make corrections and turn it back in

for a better grade? This much is certain, math classes must be diligent in approaching mistakes as

learning not failure, something our current grading system does not support.

Every student can learn math. Everyone make mistakes, it is what you do with them that

is important. Therefore, grading should not be about the mistakes I make, but what I understand.

In a caring, well managed environment, where there is mercy, students can thrive in

mathematics.