The math team at MCMS is performing. We solve problems (and make terrible puns). When we review student work as a department, we share ideas round-table-style. Even as a first-year teacher (and the only new member of the team this year), I feel comfortable and confident in contributing my ideas about teaching and learning mathematics.
We are a group that shares. Oh! The e-mail threads of "Look at this cool activity I found!" We share the good stuff, but we also share ideas. A lot of those ideas center on how to teach integers and when students understand that fractions are their friends. My grade-level partner and I are really performing. We are in-sync. We meet multiple times a day, sometimes just to check-in. We share workarounds and victories. Sometimes we meet in the hall with the same look of trepidation - we should reteach the distributive property. When we plan, I drive a lot of the conceptual framework while my partner brings major pedagogical knowledge. The planning tasks seem to naturally delegate themselves to either of us. It is lucky that I get to teach with my student-teaching mentor everyday. I'm so fortunate to be in a performing team this early in my career. While I cherish this bliss, I know that there is always room for improvement. As we grow as a team my hope is that we can build more interdisciplinary projects. I would love to collaborate with other teams that exist in our school.
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AuthorI'm just a math teacher, trying to figure it out. Archives
December 2019
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