Reflections

As I reflect on the end of my first year in the San Diego Teacher Residency, I am filled with a sense of accomplishment and gratitude for the journey I have had this year.  Before starting this year, I was hoping to be at a different school than the one I had previously worked at so that I could broaden my experience in the HTH family of schools.  However, returning to HTHI has been a huge blessing for me as it allowed me to return to an already strong network of teachers and staff who knew me and were willing and able to help me become better as an educator.  Throughout this year, I have been able to amplify my strengths in lesson design and connecting applications to the real world, and I’ve seen tremendous growth in my own classroom presence and student interactions.

Looking at my teaching practice, it is easy for me to see that my strengths are my creativity in approaching problems and my ability to connect my material with real world situations.  I recognize the importance of structuring lessons that are not only aligned with the content standards but also captivating for my students. I devoted considerable time to researching and designing activities that would capture their attention and encourage active participation.  From the lesson I designed about the Chinese spy balloon to the introduction to cryptography I created for my grade’s project, I have shown that I can find creative ways to connect mathematics to the world outside my classroom.  As a teacher who has a background in so much more than just mathematics, I am in a unique position to use my art and design skills, time in various workforces, and life experiences to create dynamic and engaging lessons.

While I celebrate these accomplishments, I recognize that there are areas where I can continue to grow. One such area is delivering an appropriate curriculum that simultaneously meets the needs of both high and low performing mathematicians in my class. While I strived to differentiate my instruction to meet the needs of all my students, I encountered challenges in tailoring the curriculum to suit individual abilities for those that struggle. I have come to realize that I need to continue to explore strategies to support both high achievers and struggling learners effectively.  This includes identifying appropriate resources, implementing targeted interventions, and providing additional support where necessary.  I must also seek out and implement a high quality curriculum that will help me take the guesswork out of some everyday instruction and allow me more time to focus on the creative aspect of education (project design) where I am very effective.  I have a tendency to take on many tasks at once, and as I move into next year I need to prioritize using the great work others have done so that I can focus on creating engaging extension materials in the form of projects and applications.

Math can be challenging for many students because they cannot see themselves in it.  If they learn about math history at all, it’s largely the history of white men and so little about the contributions of people around the world to the body of knowledge we have today.  It is my job as an antiracist educator to seek out materials and ideas that help students of all backgrounds see themselves and people like them as mathematicians.  It is also important for me to relate mathematical concepts to students' cultural backgrounds, interests, and experiences. By making connections to their lives, I can create a more engaging and relevant learning experience for everyone.  It is also important for me to build strong relationships with students, understand their needs, and bring to our classroom topics that students can engage with related to race, identity, and social justice.  For my own growth, being an antiracist educator also means continuing to educate myself, examine my own biases, and focus on equity in all aspects of my teaching.

For next year, I have a lot to ponder as I head to the helm of my own classroom.  Many students who finish high school take their last math class while there.  Regardless of grade level, how can I ensure that I help all students see that being mathematical doesn’t come from doing math problems - if they incorporate math practices into their mindset they will be in a better position to find success in their adult lives?  Looking at the world through a logical, analytical lens will help these students grow into informed, resilient, and engaged adults - and that’s exactly what the world needs.