As a middle school mathematics teacher, my philosophy of teaching and learning revolves around three key principles: engagement, relevance, and differentiation. I believe in creating a positive and inclusive learning environment that empowers students to become active participants in their own education.

Firstly, engagement is crucial in mathematics education. I strive to make mathematics enjoyable and accessible to all students by incorporating hands-on activities, real-world examples, and interactive technologies. By fostering a curiosity for learning, I aim to captivate students' interest and motivate them to explore mathematical concepts with enthusiasm. Active engagement demands an inclusive and safe environment where students feel comfortable and supported in making intellectual and emotional risks. Think for a moment about the different techniques and props that are used in a theatrical setting to not just tell a story but to enhance the experience causing one’s mind to linger a bit longer. This is called stagecraft, and sometimes keeping a student engaged requires stagecraft.  This is the ability to enhance and transform another’s attention by applying specific treatments, or teaching techniques, to “lengthen student’s attention span, deepen their observation skills, or create a particularly hard to forget classroom moment (Rutherford, 2013).”

Secondly, I firmly believe in the importance of relevance. I strive to connect mathematical concepts to students' everyday lives, emphasizing their practical applications and utility. By demonstrating how mathematics is relevant to various fields, such as science, technology, engineering, and finance, I help students understand the value and significance of mathematical knowledge beyond the classroom. Along with relevance there must also be feedback that is abundant, immediate, and actionable. Mike Rutherford, author of The Artisan Teacher, says feedback must be, “Abundant feedback, rather than scarce feedback. Immediate feedback, rather than delayed feedback. Specific feedback, rather than vague or generalized feedback.” I keep this in mind when moving from one collaborative group to the next: is the work we are doing comprehendible in relation to my student’s lives, are my words, or feedback, fluid and I am catching and correcting misconceptions, am I actively engaging in learning and providing immediate feedback instead of waiting until I grade an assignment, and is what I am saying actionable and not just a simple “good job” or a check mark on the top of an assignment.

Lastly, differentiation plays a key role in my teaching philosophy. Recognizing that students have diverse learning styles, abilities, and backgrounds, I am committed to providing individualized instruction tailored to their needs. Through a variety of instructional strategies, including collaborative group work, hands-on manipulatives, visual aids, and technology tools, I aim to accommodate different learning preferences and ensure that every student can access and comprehend mathematical content.

In my classroom, I foster a supportive and inclusive environment where students feel comfortable taking risks, making mistakes, and seeking help. I encourage open dialogue, active participation, and collaborative problem-solving. By valuing students' ideas, promoting critical thinking, and providing constructive feedback, I aim to develop their mathematical reasoning, communication, and problem-solving skills.

Furthermore, I believe that assessment should be formative, ongoing, and multifaceted. I utilize a variety of assessment methods, including formative assessments, quizzes, projects, and group discussions, to gauge students' understanding and progress. These assessments help me identify areas of strength and areas that require further support, allowing me to adjust my instruction accordingly.

In summary, my philosophy of teaching and learning, as a middle school mathematics teacher, centers around engagement, relevance, and differentiation. By creating an engaging and inclusive learning environment, connecting mathematics to real-life situations, and providing differentiated instruction, I aim to empower students to become confident, independent learners who appreciate the beauty and applicability of mathematics.