This past year of teaching was revolutionary for me. After years of reading articles, books, and receiving tiny amounts of professional development that may or may not have made an impact on my brain, I evolved. No, seriously. I went from surviving the changes perpetually implemented by the powers that be to balancing those while making hundreds of my own. Granted some were successful and others, not so much…but I digress.
It seems that all of the pieces of advice that were dribbling into my brain finally congealed. Yes, I now have the big picture of what math instruction should look like, until additional research convinces me to change everything again.
I started this past year with one crazy goal. My goal was to make all of my lessons fantastic experiences for both the students and myself. You know the ones I am talking about teachers. I am referring to class periods where you look around the room and every single student is engaged and no one looks bored. These kinds of lessons provide uninterrupted time frames where no one is staring at the clock; understanding is elevated, amazing questions and inquiry is running amok, and where students actually feel disappointment when the bell has rung. I wanted (ok, still do) every lesson to be like that.
After reading Mathematical Mindsets by Jo Boaler and taking two of her courses this summer, it fully hit me that an engaging lesson is the tip of the iceberg. I suppose I knew this already, but my understanding became deeper. Math instruction is not only about the individual lessons, just as math itself is not about the individual concepts. What my job is really about, is to help students to see math as a fluid subject. Students need to seek out patterns and find the connections so that one lesson (as engaging as it is) does not halt the learning of a concept after the bell has rung. Instead, each lesson should enhance previous learning and build stronger conceptual knowledge and deeper understanding among the connectivity of mathematical concepts.
So, now what? I need to find a way to make that connectedness a focus this year. Now that I see the picture this clearly, I have to find a way to structure my lessons to match. Dan Meyer, Andrew Stadel, Robert Kaplinsky, Jo Boaler, I look to you for inspiration and resources. Oh, don’t get me wrong, I have lots of resources already, but I want more.
The problem is I am supposed to be on vacation. Is it wrong to spend an entire summer vacation fine tuning my professionalism? It is not that I haven’t done summer work before, but so far, every free day I have had; has been filled up with my math passion. As I read, research, and participate in more conversations about math, I find myself unable to slow down. My thirst for additional math and educational knowledge cannot be quenched!
For now, I am going to embrace the passion and curiosity I have for my own profession. Let’s be honest, the moment I really feel like I have a handle on my profession is likely the moment that I don’t belong in it any longer.