Teaching mathematics is not an easy job especially in middle school. I want to become a math teacher because I want to make learning math educational but also fun. Math is typically stereotyped as being hard, so it is my goal to show each student that they can succeed in math just like any other subject. I want my students to have a deeper understanding of math when they leave my classroom every day, and I also want to be not only a teacher and role model, but an encourager to my students. Encouraging them to never give up on a dream and that they can and will succeed not only in the classroom but in life itself will have a high impact on students.
Preconceived ideas can hinder the process of learning because these ideas set negative connotations
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As a part of this event I was able to shadow a math teacher, tutor students, prepare lessons plans, and I later taught a math lesson. During my time tutoring students in the classroom, I had the opportunity to work with a few individuals with learning disabilities. Before I had the chance to work with these students, I had never had much interaction with individuals with exceptionalities. I had only seen students enter and leave with paraprofessionals which led me to have preconceived notions about the ways in which an individual with exceptionalities was able to learn. I always assumed individuals with exceptionalities learned better when they were able to work one-on-one with a paraprofessional or instructor, but I was wrong. I now realize that they lost the social aspect of the classroom. As a student that stayed in the classroom, I interacted with other students to try make sense of what we were learning because this kept us engaged. When a student left the room to work one-on-one he or she was not able to partake in the student engagement portion of learning. I grew up in a family where parent-teacher communication was an essential part of my school experience, so when I realized that they were missing out on an essential part of learning, I wondered if the parents knew that their child was not able to engage with