• Encouraging “Not Yet” Thinking

In my Algebra class, I will normalize struggle and celebrate persistence by using the phrase "You're not there yet, but you're getting closer." Instead of students labeling themselves as "bad at math," I want them to say, "I haven't mastered this yet, but I will." My mentor teacher has a poster in her room that is all about having a growth mindset, and I want to actively bring that up throughout my semester of teaching.

• Making Mistakes is Part of the Process

I will intentionally use incorrect answers as teachable moments. For example, when working with factoring trinomials, if a student distributes incorrectly I’ll ask, "What do you think happened here?" That invites reflection and reinforces that learning is a process. I will also make mistakes, and I want them to see that it's normal but also helpful!

Using the rubric, I’ll begin lessons with questions like: "If I know the solution to an equation, can I create multiple different equations that have that same solution?" This connects back to students’ previous work and helps the students see that there is not one way of doing things. They can find their preferred ways or make their own connections to solving various problems. Problem-based learning with their own connections is key!

• Improving Mid-Lesson Targets

During lessons, I'll look back on what worked, what should have more exploration, and how confident I feel in covering the concepts. I’ll also focus on how to transfer skills to new contexts. For example, after teaching students how to solve two-step equations, I’ll give them a real-world problem about budgeting or rates to solve, so they apply that skill conceptually.

• Planning for Conceptual Closure

I’ll use the rubric to ask better exit questions. Instead of “Did you get the answer right?” I’ll ask, “How do you know your method will always work?” This supports long-term reasoning and the ability to generalize concepts.

In my Algebra class, ideal math learning is meaningful. Students are sketching graphs, challenging each other’s logic, and testing patterns. They ask questions like, “Does this work for every value of x?” or “What if we change the exponent?” I would hope that my students are driven to ask questions that help them dive deeper into what they're learning rather than only being driven by finishing their homework assignments.

• Multiple Entry Points and Group Work

Whether we're exploring quadratic patterns or linear functions, I give problems with low floor, high ceiling. For example, a student might find one solution to a system of equations, while another generalizes the conditions when systems have no solution. Differentiation can be extremely helpful for students with a variety of abilities, so utilizing mild, medium, and spicy problems can be helpful!

My role is not to be the answer-giver, but the thinking coach. I ask purposeful questions, like, “Why did you try that approach?” or, “Can you explain what the graph is telling us about the equation?” From all my internship experience, I've learned how important it is to guide their thinking. As my current professor has said, "When an answer is given, all thinking stops."

• Teaching with Purpose

My goal is for students to see the “why,” not just the “how.” I have learned about the great importance that inquiry plays in discovering connections in mathematics. It's something none of my prior teachers spent much time on incorporating, so I plan to teach with manipulatives, inquiry, and guidance to help the students see the connections! I don't want to use direct instruction for everything as I know that can diminish engagement and involvement.

I believe my job is not just to deliver procedures, but to inspire students to see math as a tool to understand the world! If they only see the procedures, they may struggle to see the potential of what learning math concepts can bring them. It can help them see the world through a new lens of thinking and interest.

• I Help Students Find Themselves in the Math

By honoring student voice and encouraging creative reasoning, I aim to make math personal. I want students to feel seen and capable, even in tough topics like rational expressions or polynomial division.

Of course, math requires some level of direct instruction to introduce new/foundational ideas! When it comes down to the true role of a teacher that we should all aspire to reach, it's to inspire, guide, and facilitate their learning in the classroom with collaboration.

More details: https://www.edutopia.org/redefining-role-teacher

To lead this shift, I’ll use concept-based planning in my future lessons, such as exploring multiple representations of slope (table, graph, context, equation) to build a conceptual understanding of rate of change.

• Sharing Student Work to Show Growth

I'll show colleagues how student writing and explanation improve when we emphasize conceptual understanding. For instance, when I asked students to explain why two forms of a quadratic expression were equivalent, their responses can reveal real insight and not just the answers.

• Building a Culture of Curiosity

I’ll support teachers in designing lessons that are driven by essential questions, like:

• “What does it mean for something to be ‘equivalent’?”

• “How do we model relationships between quantities?”