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Philosophy of Teaching

Angel Perez

Department of Secondary Education, CSU Fullerton

EDSC 591: Professional Seminar in Secondary Education

Dr. Susan Glassett Farrelly

December 13, 2020

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I cannot recall my experiences with high school math, since my memory has been

adversely affected from a traumatic brain injury sustained in combat. However, I can recall my

experiences with mathematics as a gunsmith in the United States Marine Corps. I spent years

taking apart, diagnosing, rebuilding and testing a variety of weapon systems. Without knowing, I

was doing math. Whether I was measuring trigger pull, logging in repair orders, noting barrel

twist, or taking inventory, I was dealing with numbers and operations. I became familiar with

optics and their relationship with weapon systems. I learned about trajectory, line of sight and

bullet drop, and how changing one aspect of the weapon system would affect another. These

concepts were rich with math ideas and I was able to work with them well. These real-world

examples were intriguing to me and I found interest in learning more.

I decided to return to school and pursue a degree in Criminal Justice. I was close to

finishing my degree when I decided to take an algebra class. Many students had a hard time

understanding, so they asked questions. A fellow student asked for my help after seeing that I

had earned a good grade on a test. I helped him, and then more sought my help. I assisted them

as much as I could, and they appreciated it. My wife, a high school English teacher, suggested

that I go into teaching. I thought it was a great idea, but I was unsure of my abilities to be a

teacher. I did not want to turn students off from learning because of something I said or the way I

taught. Either way, I changed my major to Mathematics and started at the bottom – Algebra. I

earned good grades and was motivated to keep going. However, I struggled in Calculus 1, and no

one was there to help me. Instead, I was viewed as a failure who would not move on, and that’s

what became of me. I earned my first ‘F’ in Calculus, which is the first core class in the math

program for a B.A. in Math. I was depressed about this grade, but I continued on. I retook that

class over the summer with a much better professor and earned an ‘A’. The way this professor
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taught made the math more accessible for me, since he used real-world situations and varied

media to present his lessons.

This was my first epiphany regarding good teaching. I transferred to CSU Fullerton,

where I only experienced more examples of good teaching. Not only was I being taught the

subject matter (Linear Algebra, Topology, etc.), but I was also forced to rethink my idea of

mathematics. It was here when I first contemplated my definition of math. I thought math was

purely computational, and discoveries meant new formulas. I was wrong. Math is the art of

relating numbers and operations, while finding patterns in these relationships. As

mathematicians, we deduce conclusions from the patterns, test them and infer real-world

applications. Math is hard – everyone knows that. I felt that getting a degree in math would be

more challenging than any other degree. I learned, though, that math is only hard when it is not

accessible to you. It became easier for me to understand when I was given a fair chance.

After earning a B.A. in Math, I felt that I had overcome the odds. I came from a low-

income, single-parent home, constantly surrounded by failure. Many of my peers were drawn

into gangs and some lost their lives using drugs. I am blessed to be where I am, but I know that

many students are currently facing similar situations. I was given an opportunity to succeed and

am privileged to have people support me and made that opportunity accessible. It may sound

cliché, but I do believe that if I could get this far, anyone can. My students will struggle, but I

will be there to assist them and make their success attainable. Although this may only be a math

class, the idea of overcoming a struggle will carry over into other areas.

Although I learned higher mathematics well, I will not emulate the teaching styles of

most professors, since they would lecture most of the class and students would copy what was on

the board. My students will take the role of mathematicians and work towards a solution without
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relying heavily on memorizing formulas. If students need to use a formula, we will derive it and

understand why it works. I will include relevant images, as well as useful tools, that will help

define concepts. There are many digital tools that could help in this, such as GeoGebra,

Geometer’s Sketchpad, Desmos Graphing Calculator and Virtual Manipulatives. The

technological advances also help reinforce the Common Core State Standards, which will be the

focus of my lesson plan objectives. I plan to spend more time having students work with small

groups to solve problems. Having students work in small groups allows for natural collaboration,

accessibility, and makes attendance recording easier.

I plan on assigning homework problems each week, since they are meant as practice, but

will allow time for students to start assignments in class. I will offer extra credit points through

bonus problems on tests or supplemental assignments. Regarding assessment, I will allow

students to learn from and correct their mistakes. Students can make corrections and explain

them to me for an improved score. After test corrections, students will be given the opportunity

to take a ‘retest’, which is similar to the original test. The key to reassessing is making

corrections and explaining their mistakes. Within their overall grade, I also will include a

Netiquette score, which is based on the student’s ability to use technology appropriately (this

includes cell phone use). Lastly, I plan on being available for students as much as possible. I will

be early before school, allow students to come in during lunch and be available for some time

after school. I will also allow communication through the Remind app, with some restrictions.

The math taught in the classroom in not as important as the social skills they will learn in

my classroom. I will instill a sense of success that is backed up by hard work. Statistically, only a

few students will seek higher education in the field of mathematics, but the least I can do is give

each student a fair chance at understanding it, so they can make that decision.