An Endeavour to Inspire Our Undergraduate Yearners

My education has been a curious juxtaposition of numbers and letters. Equations

and sentences. Translating from one language to another and back again. Throughout my
learning and growing I have found that I have always wanted to help others learn as I have
learned. In the development of my skills as a teacher I have recognized that teaching is not
just conveyance of information but the development of a student’s ability to analyze and
solve a great variety of problems. At the same time, I have personally learned that I want to
be both a resource and mentor to my students.

In the teaching of mathematics there are tangible, quantifiable accomplishments

that we expect of our students. The ability to demonstrate skill with concepts like solving
equations or integrating over a curve is clearly shown by a student’s test, homework,
or project results. My focus as a teacher is not only on the quantifiable but also on the
intangible, personal development of a student’s confidence, persistence and patience.
While I don’t write these concepts on the board and give them definition in a mathematics
class, I seek to develop these skills in my students by cooperatively developing new
concepts and showing them that a patient, persistent approach to a difficult concept will
yield result.
If I could, living in an ideal world with ideal students, I would teach a course
composed of entirely word problems. In a class with only word problems, the students
would be presented with real problems and have to search out the method for solving. They
would have to develop the skills to analyze a problem, document what they know or do not
know, make a plan to solve the problem, execute the plan and then review the results. I
could be helpful and let them know what section of the book to use 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? In the process of asking these
questions I want the students to learn more about what method they are using and see
why it is relevant. I want them to develop those skills so that when they look at a problem
in the “real world” they have the ability to analyze, solve their problem and evaluate if the
results are valid.
Living in the “real world,” we are rarely free to create a course entirely based on
word problems. I typically take an approach to teaching by involving the past, present
and future of the course. Class always begins 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 statements
like “Remember in chapter x, where we did this?” There should be a flow from
class session to class session and topic to topic. 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 regularly make
jokes (possibly at my expense, sometimes with the students) or even just interject
small snippets of positivity and enthusiasm to maintain a feeling of light-hearted
exploration. At the end of each class, I remind students of pending exams,
homework assignments, or anything relevant to their grades.
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. Secondly, repetition, repetition, repetition.
There is a limited amount of contact time the students receive in class, so I seek
to assign homework problems which will reinforce the concepts discussed in class
and require repeated use of the processes developed in class. 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. 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
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.
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. 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 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.
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 enjoy
meeting new people every semester/quarter and getting to know them and learn their
goals. The students that have a positive attitude tend to be my favorites. Even if they don’t
love the subject, if they walk into class every time with 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 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 examples.
Most of my occupational challenges come from the negativity and fear that I find
regarding mathematics. I try to keep in mind that some students might have anxiety
regarding mathematics and I don’t want to be overbearing or harsh. I want to be
someone who challenges that fear and helps my student overcome their fears and
anxieties. I want to inspire them to face their non-mathematical fears with the same
persistence and patience necessary for my class. I want to demonstrate to my
students that they can work toward their goals for the future and they can succeed. I
try to inspire them and show them that some effort does produce results. I attempt to impart
some confidence and positivity 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 try to
help my students find a balance and to develop 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.

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 can teach, I feel that I’ve
helped someone get a little closer to their goals. Only now that I have begun teaching have
I realized the breadth and depth of knowledge I don’t have. Only now do I see that there is
so much more for me to discover about teaching and education and learning.

"Far and away the best prize that life offers is the chance to work hard at work worth
doing."
- Theodore Roosevelt