Posts Tagged ‘Motivation’

Teaching Qualities Desired By All School Districts

January 28th, 2010

Each school district is looking for their teachers to possess specific qualities, regardless of the subject that is being taught. If you are looking for and want to land a new teaching position, make certain that these qualities are conveyed in your resume and/or cover letter:

Passionate about the subject. Ability to reach out to, support, and motivate all students. Talent for differentiating instruction. Demonstrated capability to develop creative lesson plans that promote hands-on learning. Help students develop problem solving, socialization, and other key skills. Ability to increase literacy rates and instil a love for reading and writing.

Why these traits are important to hiring districts:

Your enthusiasm and excitement for a subject, regardless of what it is, is infectious. If students see that Mathematics can be fun, they are far more likely to remain interested and focused. Each classroom is different and encompasses multiple intelligences and learning styles. A good teacher is able to reach out to each student, spark his or her interest, and provide the appropriate support and motivation. Supporting a student may involve providing after-school tutoring, collaborating with staff and parents to develop an Individualized Education Plan or Program, adapting instructional techniques, or simply offering more positive encouragement. Children deserve the chance to learn and succeed, and it is up to you to help each and every one of them. Differentiating instruction relates directly to the point above. Since students learn via different methods, it is key that you are able to be adaptable and remain flexible in your teaching styles. By facilitating auditory, visual, tactile, and kinesthetic learners, you are able to ensure that the children are able to understand and retain the information through whichever manner suits them best. Creativity sparks interest and curiosity and decreases boredom. By keeping lesson plans fun and hands-on, students remain focused, on-track, and eager to learn more. These skills are crucial for progressing to the next academic level, as well as succeeding in the real world. Since teachers are one of the primary points of contact for children, it is crucial that problem solving and socialization skills are modeled in the classroom and fostered by the instructor. Even if you are not an English or Language Arts teacher, you can still utilize literature to instruct students. Convey what types of literary activities you incorporate into everyday lessons and demonstrate what kind of impact it has left on students.

There are several different methods for showcasing these traits in your resume and cover letter. You can put them under your job description or achievements listed under the different job positions; create an areas of expertise section, which focuses on the aforementioned qualities; or highlight them in the introductory paragraph of your resume. Within the cover letter, you may choose to develop a separate paragraph detailing your greatest strengths (i.e. the qualities listed above). Regardless of where you include them, make sure they are somewhere in your documents. If a potential employer sees that you lack these desired qualities, he or she will move on to the next candidate. However, if you make these traits really stand out in your documents, you as a teacher will stand out as well.

Candace Davies, Owner of A+ Resumes for Teachers is certified as a Professional Resume Writer, Certified Interview Coach, Certified Employment Interview Professional, Associate Certified Career Coach, and Electronic Career Coach.

Visit her website at http://www.resumes-for-teachers.com or email candoco@telus.net

For Administrators:

http://www.resumes-for-principals.com/PIE/Principals-Interview-Edge.php

For Teachers:

http://www.resumes-for-teachers.com/ebook/Teachers-Interview-Edge.php




By: Candace Davies

Learning Mathematics Through Mastery of Concepts

August 23rd, 2009

Is there a better way to learn mathematics as one progresses to higher level of education?

There are many ways to learn a subject. Different people has different learning style. However, regardless of learning style, there are two particular ways to learn knowledge within any style. The first way is memory method. This way of learning focuses on remembering facts and details, and recalling them when required. The second method is to understand the underlying concepts of the facts. It is the “what” versus the “how” and “why”. Either way has their merits and demerits. It depends on the education level and complexity of the subject matters. Sometimes, a hybrid of both are necessary to reap the best possible results, especially in learning mathematics.

For elementary mathematics level, the amount of mathematical facts and concepts to be learned are marginal, and only serves to lay foundation for further advancement into higher mathematics learning. At the basic level, memory method of learning may be acceptable and manageable. But how about maintaining this way when one progresses into higher mathematics studies?

At a higher level of mathematics learning, the learning taxonomy moves into the application level and beyond. Mastery of concepts becomes an important factor in analyzing and solving more complex mathematics questions. Mathematical equations and expressions get more integrated with detailed concepts. Pure memory will not be able to extract out the true meaning of these equations and expressions. A few mathematical tools may be required to solve a mathematics problem. This combination of solving methods and concepts rendered pure memory way of learning mathematics unacceptable. The scope to cover all possible combinations of solving tools and questions is far too wide to manage. Staying firm with this facts-remembering method will only cause the performance and outcome to dwindle low. This will reduce the motivation to study and may decline towards the fearful mathematics anxiety situation.

Studying mathematics is different from other subjects in that a unique language is used to present mathematical meaning. Symbols and variables are used to form relationships and conditions. Many in-depth concepts are embedded into these few symbols and variables, including mathematical operators. True mastery of the mathematics concepts is therefore needed. However, it should not be said that memorising facts are completely useless at the higher level of mathematics education. It still serves its purpose in that they are the basic ingredients for the brain to link up with the solving methods and conceptual approach. It is these linkages or bondings that retain and strengthen the acquired knowledge longer. This is real mastery of the subject and its topics. A hybid of both learning methods is therefore necessary to achieve a level of acceptable comprehension with more emphasis going towards mastery of concepts.

In conclusion, time causes facts to fade off. Memorising facts will therefore not last long. A better learning platform is to focus on relationship and concept mastery. Linking facts to solving strategy becomes a useful problem-solving skill and has the benefit that it will last longer. Understanding the “why” and “how” is better when they complement the “what”. Resistance to studying advance mathematics will then be lowered when the correct method of learning mathematics through mastery of concepts is applied.




By: Lim EeHai

Mathematical Games to inspire learning

August 6th, 2009

The mention of ‘Games’ captures the attention and focus of all young students. Imagine being able to let your students learn Mathematics through playing Mathematical games. This can produce an enormously positive effect on your class. Picture the amount of energy and motivation that children have as they play a competitive game of sports or video game. It is this spirit of wanting to win that led to the creation of ‘Winning Maths!’

 

Shimes Education’s ‘Winning Maths!’ games are topically focused and they can be played in any Mathematics class setting, as long as everyone has a pencil or pen. In fact, it may be used by class teachers, private tutors, or even parents. There are variations in difficulty levels within a game that allow it to be played not only between students themselves, but even between students and an educator. After generating a buzz over a Fractions game in class, the educator may provide copies of the game (free, requiring only photocopying) to their students to play amongst themselves. The prospect of a challenge amongst friends will motivate students to brush up on the relevant Mathematical skills. They then challenge each other in school in between lessons or even after school.

 

Taking a small portion of video game time away from children need not be a chore. This time can be used to ‘play’, although in a more contructive manner; getting them to subconsciously revise their Mathematics through the Mathematical games. Plus, is a huge bonus for everyone. Teachers and parents are happy, and so are students. More importantly, this is one very simple way of inspiring learning.




By: Justin Lee