As a sixth grade teacher, I use a variety of techniques to teach mathematics effectively. One of the most valuable techniques is the use of manipulatives, such as money, dice, and even food. This gives students a hands-on experience that helps them understand how the mathematical concepts we are learning can be applied directly to the real world. My recognition of the effectiveness of manipulatives stems from my own experience as a struggling math student when I was in grade school. One day, after watching me grow increasingly frustrated over a math assignment, my grandfather (who never learned to read himself) starting helping me make sense of my homework by using coins and other objects he found around the house. Because this technique was so effective for me, I do everything I can to make mathematical concepts tangible for my students.

I also use small-group classroom activities to help students develop their problem-solving skills. Often, I have students transition between several different stations over the course of a single class period. At each station, they work with a few other students to solve a small math problem related to the concept we are focusing on that day. Not only do these short, station-based activities effectively hold the attention of sixth-graders who are easily distracted during long lectures, but they also promote conversation and collaboration between students. There are lots of different ways to approach a single math problem, and when students work together in small groups, they introduce each other to a variety of strategies. That way, when the time comes for them to work independently, they have a broad understanding of the concept and can apply multiple perspectives to find a solution.

Finally, I used the technique of immediate remediation when I notice that a student is having a problem. I recognize that mathematical concepts build on each other, so it simply does not make sense for a student to move on until they have achieved mastery. Therefore, in order to maximize my effectiveness as a math teacher, I take immediate action to enrich a student’s understanding when there is a gap in a student’s knowledge that might cause them to fall behind in the future.

In my time working as a sixth grade teacher, I have worked hard to contribute to the mathematics curriculum and instructional program at my school. For instance, I regularly attend math conferences, where I learn about the most innovative middle-school-level teaching strategies. Afterward, I discuss the conferences with my colleagues and collaborate with them to find ways to bring the ideas into our math curriculum. In addition, I have contributed to the development of a more integrated, consistent math curriculum at the school by working closely with teachers at higher grade levels. Through our conversations, we make sure that the sixth-graders have the background they need for success at higher grade levels and that material is not being repeated unnecessarily at the higher grade levels. Finally, I have contributed to the implementation of a district-wide program to use Math Formative Assessment Lessons (FAL’s) in the classroom by incorporating them into my curriculum over the last two years.

The other resources that I use to enhance and enrich the mathematics program are my positive attitude and my genuine commitment to student success. Every day, my goal is to understand how students are thinking about math and let them know that I truly believe in their abilities. I know how frustrating math can be, so I make an effort to interact with each student during every 50-minute class period so they know I am there to support them, no matter what. By creating a classroom atmosphere that is both fun and challenging, I encourage students to make the most of their potential.