My teaching philosophy, is that in order to teach math powerfully, I have to give my students

opportunities to discover that math is the science of patterns. As a student I believe that my dislike for
math stemmed from the fact that I rarely used manipulatives, real world applications, and had time to
discover the why to mathematics. As a special education teacher it is critical that the students to have an
opportunity to peer tutor, and are taught with differentiated instruction, the Tucker 5, SIOP component
building background knowledge, and the math lab approach.

According to Tucker,A key factor in the selection of instructional activities is the level of student
involvement that will occur during the activity (Tucker 2006, p.7). Topping (2008) said, Students
involvement and peer tutoring can work hand in hand. Some benefits of peer tutoring for students include
higher academic achievement, improved relationships with peers, improved personal and social
development as well as increased motivation In peer, tutoring students interact with each other to learn,
develop, and build upon skills and knowledge. "Students have to be active in developing their
knowledge," he says. "They can't passively assimilate it" (Zemelman 2005). Other studies have found
that students, benefited from peer tutoring in some way, but same-age tutors were as effective as cross-
age tutors (Zemelman 2005). Lecturing does not work nearly as much as getting student involved in
discovering and creating within the classroom. Discovering and creating as a class, groups, or partners
also helps drive classroom discussions, can deeper understanding, and make the classroom place students
enjoy going to. According to Zemelman, students need , LESS whole-class, teacher-directed instruction
(e.g., lecturing) and, MORE experiential, inductive, hands-on learning. (Zemelman 2005)) said, In
turn, the teacher benefits from this model of instruction by an increased opportunity to individualize
instruction, increased facilitation of inclusion/mainstreaming, and opportunities to reduce inappropriate
behaviors.

When learning tasks are consistently too hard, students become anxious and frustrated. When tasks are
consistently too easy, boredom results. Both boredom and anxiety inhibit a student's motivation to learn, and
eventually harm achievement as well. Differentiated instruction helps teachers avoid student anxiety and
Tomlinson (2017). The four ways to differentiate
boredom that can be evident in one-size-fits-all curriculum
instruction is through content, process, product, and learning environment. The content needs to be based
off of what students already know! When teachers differentiate content, they may adapt what they want
students to learn or how students access the knowledge, understanding, and skills Tomlinson (2017).
Process is a critical step when differentiating instruction. We know that all children learn differently.
When a teacher incorporates process to differentiate instruction they can differentiate material based on a
students learning style. When a teacher is differentiating product they are allowing students to show and
demonstrate their answer in different ways. Last but not least there is learning environment. Creating an
environment where optimal learning can occur is a main priority of mine. In order for students to truly
discover, the environment has to be a place where students can learn and discover!

The Tucker five are to focus kinesthetic opportunities, visual experiences, communication, monitoring,
and development of the activity. In special education these 5 focuses are needed for each student's
success. Kinesthetic and visual activities give students something they can physically touch or see. A
combination of both is the set up for amazing discoveries! Zemelman said,"Students have to be active in
developing their knowledge," he says. "They can't passively assimilate it". As a teacher we need to be
able to communicate and monitor effectively. We cannot help if we dont know what's going on, and
students cannot succeed if there is no scaffolding or monitoring. As a teacher develops the activity they
begin concrete and move to abstract, allowing the students to have accountability, and build on
background knowledge.

SIOP component building background knowledge is my favorite because it can really help cultivate well
rounded students. A way I believe that I can cultivate that kind of student is through the math lab
approach. In the math lab approach students will explore and experiment, keep an organized record,
identify patterns, form a hypothesis, and lastly test the hypothesis. Zemelman (2005) said, Teachers help
students list their own questions, puzzles, and goals, and then structure for them widening circles of
experience and investigation of those topics When we let students discover and widen those circles then
our students want to be in class. When we have students who want to be in class the school benefits as a
whole.

I am passionate about facilitating potential! As a teacher at your school I promise to help students take
risks to ask questions to find answers, have a classroom open and accessible through differentiated
instruction along with the Tucker 5, and the math lab approach.

Tomlinson, C. A. (2017, March 16). What Is Differentiated Instruction? Retrieved April 03, 2017,
from http://www.readingrockets.org/article/what-differentiated-instruction

Tucker, B. F., Singleton, A. H., & Weaver, T. L. (2006). Teaching mathematics to all
children: designing and adapting instruction to meet the needs of diverse learners. Upper
Saddle River, NJ: Pearson Prentice Hall.

Zemelman, S., Daniels, D. , & Hyde, A. (2005). Best Practice. Today's Standards for Teaching &
Learning in America's Schools. Portsmouth, NH: Heinemann.