I came about a teaching career in a round about way. As a math major at a small liberal arts college in Southern Maryland, I earned money by tutoring local middle and high school students. I realized that I really enjoyed this experience and decided to pursue a teaching degree at the graduate level.
While taking classes towards a graduate degree for secondary math instruction, I fell into a job at a non-public special education facility. I worked under a conditional certificate with some very wonderful special educators. I ended up becoming THE math teacher for the entire high school program (the Harbour School is a k – 12 facility). This meant that I taught all of the students ALL of their high school math.
I believe that I wouldn’t be the educator that I am today without this experience.
At the Harbour School I worked with students with all sorts of ABILITIES. This school was their SAFE HARBOUR. The students came to the school because it was found that their home school couldn’t meet their educational needs.
Teaching math at this school was an exercise in flexibility. I had to really listen to the students to understand their understanding. I do believe that math was a mystery for most. I’ve always used this analogy for teaching math…
If I couldn’t get through the front door, I found a way in through the window, the garage, or around the back of the house.
By having to ask the right questions and make the right connections, this experience helped me to understand the math I was teaching at a deeper level.
At the Harbour School I also learned:
If you are wondering about how to meet the needs of the students in your classroom with learning challenges–my advice is to listen to them. ...Then figure out how to get into the house…
My favorite talk about listening from @maxmathforum…