Friday, April 21, 2017

Letter to Mathematics Teachers of Adolescents
Why am I still here?  Because there is not a person to take my place.  You want to make a difference then believe that intelligence is the ability to learn.  Therefore we have, possess, and must nurture that ability.  Knowledge is available for anyone with the willingness to pursue it regardless of gender, race, ethnicity or country of origin.  If you believe this is true then you should answer the call to teach our urban youth.  The ones who have forgot the work achieved through Brown vs. Board of Education. The ones who have believed the lies taught and lack the guidance to know the difference.  Are we not obligated to teach our youth?  Is the reason they are lost because we have turned our backs on them in pursuit of our own endeavors.  And yet they remain in poverty perishing for their lack of knowledge and our unwillingness to share.  So I guess I am here still because I am needed and though I have tried to move on I am still answering the call to help.  Will you join me?

I believe…. When teaching one must bring the students from where they are to where they need to be. As a teacher I am flexible, inventive, and tenacious.  Flexibility enables a teacher to formatively assess students during the lesson considering the context of the classroom environment.  As a inventive mathematics teacher, my job involves situating learning for my students, so that they confidently acknowledge themselves as knowers and doers of mathematics.   Adapting to meet the needs of my students creates a student centered environment where students learn from their mistakes and develop a deeper conceptual understanding of math topics.
I believe …..As educators, we brainstorm ways to help our students become engaged critical mathematics thinkers while they transition towards adulthood. I always strive to help my students succeed beyond the school walls.  I encourage them to discover pragmatic ways of using mathematics in the real world.
 I believe…in working together in promoting mathematics equity for all students, which requires   programs that encourage disadvantaged students to gain confidence in learning mathematics. My ultimate goal is for more students to become empowered through applications of mathematics disciplines in their lives. When I give back to my community mentoring and tutoring students in mathematics I fulfill my purpose.

 I believe ... in staying connected to the classroom, my community, while working directly with students, teachers, administrators, and parents. 

Friday, April 14, 2017