I Believe

Students deserve an education worthy of the permanent effects the education will have
on their lives. The means by which students are tested, and the source of the curriculum they
are taught, are important in the academic environment outside the classroom. Within the
classroom however, my priority is given to the long term betterment of the student, so that
growth in capabilities, knowledge, and skills leads to students who are confident in their
mathematical competence, who desire to apply those skills to gain new knowledge, and who
can derive self motivation from recognition of their growth in mathematical skills. Each
student is a member of this years 6th, 7th or 8th-grade class, but more importantly this year is
that childs entire 6th, 7th, or 8th-grade year.

Literacy skills are companion skills to mathematical skills. For students to become self
motivated independent learners, and for students to be able to demonstrate math skills in
assessments, interpretation through writing is a gateway to success. Just as math facts
become useful when applied to projects relevant to students, writing and reading skills
become useful, and their study more enjoyable, when reinforced in the context of other
content areas. Part of my preparing students for success in math is helping to prepare
students to be successful in language arts. Math assessment test items are wrapped in various
thicknesses of academic language text, and negotiating that text ought not be a hurdle
students struggle with before beginning the mathematical portion of the test item.

Applying math skills to rewarding activities need not wait till high school or college.
Motivation to learn a musical instrument does not grow from studying rote technique, and I
believe neither does motivation in math. Students in my classes will have the fun of deciding
how to solve problems, of trial and error without high consequences. In fact early error and
experimentation is to be encouragement, as a source of motivation for fluency in math facts
and arithmetic skills.

The classroom is to be a place for emotional safety. Classrooms should be where students
with a range of abilities and gifts can express their unique ideas in an environment that does
not meet risk-taking with mockery or ridicule, but with encouragement instead. It is my
desire to have students understand the strategies they can use to unravel a problem because
reaching a correct answer is less important than developing the problem solving skills that
lead to correct answers. The intuition of youth can be breathtaking, but as more advanced
topics are considered it is likely intuition alone will not suffice. Having solid problemsolving strategies at that time can help support a students confidence and their ability to be
successful in their studies.

Time is to be used efficiently. I have an expectation students will use class time efficiently,
applying their energies to the tasks at hand. Accordingly, I respect students homework and
study time and strive to use it efficiently so that students build a sense of independence with
their abilities in math. Learning is a lifelong pursuit and part of what I owe my students, in
exchange for the teaching they and their families provide me, is to make learning and using
math a productive, rewarding experience that will allow their ambitions to grow to be met by
their abilities.