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The MATH in Me

posted Apr 9, 2018, 5:47 PM by Jose Dasig   [ updated Apr 10, 2018, 10:50 PM ]
Kissmark S. Bendo, TI - BNHS

Mathematics is one of the fundamental subjects every student must master. This entails the acquisition of critical thinking from problem solving and in understanding logically the many processes involve in coming up with a solution. The greater challenge lies in setting the minds of the students from being idle to being flexible and rational. And that means giving adequate and sufficient drills and tests to truly develop critical thinking skills.

            As a Mathematics teacher, my years of experience have taught me that different students have different learning styles and that there are different learning opportunities that will either help or hinder student’s cognitive development.

            One of the good experiences that I encounter while teaching the subject is the satisfaction that I can see when my students finally understand difficult lessons in Mathematics. After many trials and sighs of disgust, it is a gift to see and know that my students have finally achieved the learning goals that the educational institution has created for them. It is also a blessing that I can witness, no matter how slow, the changes that happen in my students. It is such a relief to see that all our toils have affected them, the countless drills have impacted them, and the value of perseverance has developed.

            On the other note, there are also bad moments that I have experienced as a Mathematics teacher. There are times when I give up in discussing and explaining Mathematical concepts, equations, and formula repeatedly. I myself would feel that my nights and days of preparation would go into oblivion. Most of the times, I would see their blank stares on me and they look lethargic during the discussion. It is during this moment when I have to pause and adjust my instruction so they can understand what I am saying because I know that their strange look means that they cannot follow me.

            Indeed, these moments of highs and lows have become part of who I am as a teacher. I always ask myself if Mathematics is for me, and fortunately, I always see the answer from my students’ eyes.

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