Favourite and least favourite math teachers response

In my think-pair-share conversation with TsáKtalay’pa, we discovered that our perspectives on what makes a math teacher a favorite differed. TsáKtalay’pa brought up an insightful point, suggesting that simply having access to a math curriculum was a gift in itself, a viewpoint that expanded my own thinking on the subject, particularly with regard to opportunities for First Nations peoples. Despite these differences, we shared a common experience: both of us had been group-assigned at one point in our education, leaving us feeling tiered or categorized in a way that wasn’t entirely positive.

Reflecting on my own experiences with math teachers, one of the most challenging was a high school teacher who seemed fixated on getting the right answers and was obsessed with preventing cheating. His classroom was set up with massive dividers between desks, which felt isolating, and his entire reward structure was based on getting the right answers and grades. There was little encouragement or support, and his blackboard-based, rigid teaching style left no room for exploration or understanding. He also happened to be the basketball coach, who made me run in the mornings, adding another rigid layer to our relationship! In contrast, my best math teacher came in my first year of college. This particular teacher took a more instrumental approach to teaching math, focusing on filling instrumental gaps in my relational understanding. He held me accountable but was always encouraging, no matter the outcome, creating an environment where I could grow and learn without fear of failure. This positive and supportive teaching style gave me the confidence to engage with math in a way I hadn’t before and shaped my appreciation for what good teaching can accomplish.

I can draw on my experiences with my best and worst math teachers to shape my teaching philosophy. My high school teacher’s rigid, answer-focused approach contrasts sharply with my own ideas of the teaching of creating a low-stress environment, where failure is part of the process of learning. The Eisner reading really emphasized fostering a deep understanding and engagement rather than basic compliance. In contrast, my college teacher embodied this type of vision, offering encouragement and holding me accountable while addressing the gaps in my knowledge. This teacher's approach aligned with my belief in creating an environment where students feel supported, allowing mistakes to be seen as opportunities for growth.