Alex

I have been a math teacher all of my adult life, and I have never ceased to find teaching deeply fulfilling. My motto as educator is: “It’s not about teaching; It’s about learning.” Many powerful motivations come together in my choice of profession.

First of all, I have always loved mathematics. I am fortunate to have been born with a facility for the subject, and I have always appreciated its austere beauty and elegance. The satisfaction I find, say, in constructing a particular concise proof is analogous to the satisfaction other may find in, say, a challenging crossword puzzle. In addition to enjoying math, I respect the kind of clarity and precision that habits of mathematical thoughts bring to the mind. Furthermore, I deeply appreciate its significant applications to science and technology. It is not overstating the case to say that widespread poor math skills can only hamper any nation’s ability to compete effectively in the global market.

I love teaching, and I particularly enjoy working with young people. Teenagers are full of enthusiasm and zest, and working with them is always energizing. For all their feigned sophistication, teenagers still have a healthy dose of childlike wonder, and it is extraordinarily fulfilling to see this wonder as I open intellectual portals for them. A teenager needs to feel respect for the adult he is becoming as well as feel nurtured in the childhood he is slowly but surely relinquishing. I am honored to have the opportunity to work with talented young people in this formative period, and insofar as I can offer them any inspiration, I am nothing short of thrilled.

Math is a particular fulfilling subject to teach. For the students to whom math comes easily, it is exciting to watch their progress and insights, and to share their enthusiasm for the beauty of the field. It is a privilege to contribute to the education of someone who will go on to advanced mathematical, scientific, or technical studies.

Even more so, it is fulfilling to teach the many students to whom math does not come easily, even those who feel anxiety and despair when faced with math. Math can seem a harsh taskmaster – after all, one niggling little mistake, and the entire calculation is off. Against this seemingly demanding and inflexible “bad cop”, I do everything to cast myself as the ever-encouraging mentor. I believe deeply in my students, so that they can believe deeply in themselves. Insofar as a student with math anxiety can develop some confidence, and even find some joy in problem-solving, the victory is truly monumental. So many students give up completely on math so early, and in doing so, shut off so many options for themselves. If I am able to revive a student’s sense of curiosity and engagement enough even to remain cautiously confident about high school math, a whole slate of possibilities remains open to that student, with respect to future studies.

Even if a child never uses math again after high school, I firmly believe that the experience of wrestling with math and, with sustained support, having some success, inevitably nurtures reserves that will assist that student in facing other very different anxiety-producing challenges down the road. I believe that in math, perhaps more so than in any other academic subject, the instructor has the opportunity to be, as a were, a teacher of courage, and even after any math learned is forgotten, I believe these lessons will continue to benefit those students.

For all these reason, teaching math has always be deeply enjoyable, so much so that I hope to continue in this profession for the rest of my life.

I have taught students with a broad range of preparation, needs, learning styles, and cultural backgrounds. Several important general principles that I use in my teaching practice are:

§ " Math is not a spectator sport." I strongly believe in learning by doing, similar to learning how to swim, play a musical instrument, etc.

§ As a teacher, I strive to address students' varied learning styles and offer a variety of instructional experiences, in order to give each student the opportunity to participate fully and actively in the learning process.

§ For me, successful teaching means creating a learning environment that encourages the open exploration of ideas, and in which every student feels respected and challenged. I encourage my students to stretch themselves a bit beyond their comfort level, and I want to give them the opportunity to leave every class feeling that they can overcome new challenges successfully.

§ My main goal is to help students to become more independent thinkers who are capable of approaching, framing, and solving problems on their own.

§ I see technology as an essential and integral part of teaching mathematics in the 21st century, as I believe that it is crucial for my students to feel comfortable with all available technologies and to understand how to employ technology as a powerful learning tool rather than as a crutch.

No matter how experienced a teacher is, every class and every student poses a different kind