EDCP 342: Reflection – Short Practicum

During my short practicum, I spent my time at Lord Byng High School with three different sponsor teachers. The math classes I observed included Grade 9 and Grade 10 Math, and enriched Grade 10 Math as well as Grade 12 Foundations. I was able to teach three different Grade 10 lessons one of which included a Math 10 Enriched Radical review. In doing so, I found aspects of the experience to be what was expected in terms of a general disheartened attitude towards math on behalf of the students, but was also surprised by how teachers were able to generate excitement and engagement.

What I found to be the easiest aspect of teaching math are the clear learning objectives expected of the students. How to students are able to solve problems, word problems and apply or extend their knowledge is a clear indicator of their level of understanding. One of my sponsor teacher’s used exit slips at the end of most lessons to gauge students level of comprehension and from their feedback was able to determine of more time or attention was needed to focus on the subject, or to find general mistakes made by students. At the same time, this also was a source of great difficulty. Although we could identify the students that were not completely grasping the concept, it did not help to determine why or what was the source of confusion. Students came from a variety of experiences, math foundations, and attitudes influenced by family, friends, and past teachers. There is still no method that best identifies students who are having difficulties, deciding the source of the problem, and then working towards a solution. As much of an effort we as teachers make to help each student, there will always be students who do enough to make it seem as if they are understanding to simply “get through it”.

At the same time, there is the issue of students who quickly grasp the material but become disengaged since they are not continuously challenged. I found it very challenging to try and continuously adapt activities and discussions that ensure students of all levels of understanding are engaged and still moving towards a new level of understanding for individual needs.

All of this was experienced in the general Math 10 and 9 classes is taught and observed. However, the Math 10 Enriched class was a very different environment. The majority, if not every student, was simply enrolled because they loved and enjoyed math. Even though the class was paced together, many of the students worked ahead, were eager to do homework, and asked for more challenging material. What greatly piqued my interest was the question of if the Enriched students enjoyed their Math class because the were naturally apt with the subject, or if their understanding resulted in a more positive attitude towards the material?

If so, is there a way to incorporate a more optimistic environment in the classroom environment to help stimulate student comprehension?