Teachers need to bring with them a set of certain skills, these skills include creating a

caring environment for learners, planning, teaching and assessing. These skills can help promote
students learning and advance their experience in the classroom.
Creating a caring and warm environment is essential in teaching since it can promote
students willingness to learn and participate. This type of environment also promote dialogue
that is needed within math courses. In my classroom this semester I brought with me and
incorporated into my cooperating teachers room the word wall. I always encourage students that
they may look around them for information to help them through lesson. Many of the students
group work are around the walls of my classroom. Many of my students appreciate the
comments I leave behind for them such as I see improvement from last quiz or Thank you for
coming to tutoring to get help. These sort of comments show students the appreciation I have
for them and their presence in my classroom. For many of my students I allow them to visit me
during study hall or during my lunch period to get extra help or answer questions that still linger
in their mind.
I believe to create a positive environment that teachers must engage ideas that may be
incorrect. When a student states an idea that maybe incorrect, we cannot shoot the idea down but
must be willing to entertain and explain why it may not be the answer we are looking for. If we
do not practice such idea, we may cause students to reduce participation or interest in the course.
Another skill that teachers need is planning and teaching work hand to hand. Teachers
need to anticipate and adjust for different learners needs. During my own lesson planning, I
provide all my students with scaffold that will aid them in understanding. Throughout, the lesson
worksheet scaffolds are slightly removed as students move through problems. In addition, during
my planning I keep in mind groupings of students. I have created groups that are heterogenous

with the hopes that students who are higher skilled can aid those who are having problems within
the lesson. For example, my lesson on rotation requires students to be able to recognize certain
degrees of rotation. I anticipated that some of y students will not be able to remember these
rotations so I provided them with translucent papers and protractor.
When I was in high school, one of the most effective learning experience I had was when
the teacher had students work in groups. I felt I had learned more from my peers explanation
then the lecture from my teacher. This was also a moment when students were able to collaborate
and discuss ideas related to the lesson. This is the same idea I like to bring to my classroom. The
structure of our classroom requires 10 minutes for do now, 10 minutes for the mini lesson
followed by the group work. During group work I circulate the classroom to see if any students
have question and check on progression of student work. If I notice something all students are
struggling with I throw it into the board and address the issue.
When I started the education program, I had not realized how vital comments on
students work could be. Now having taken many courses, I have learned that giving constructive
feedback is very important. These types of feedback can tell students how they can improve and
ask them to think further. For example, on a quiz I asked students to identify if the final image of
composition of transformations resulted in a rigid motion. There were a handful who graphed the
image incorrectly and had a figure that looked dilated. The original question asked for a
reflection followed by a translation. Students also wrote that the final image was a result of rigid
motion even through they drew a figure dilated. They stated that translation, reflection and
rotation result in rigid motion since shape and size remain the same after transformation. For
these quizzes I had left the comment you define and identified rigid motion correctly. Please
take a look at your graphs and figures. This type of comment may be more

I often use rubrics to assist me to grade especially since it aids me to be impartial and requires
me to analyze student work. The rubric I follows looks for conceptual or procedural errors which
can aid when removing points or giving partial credit. Rubrics can also assist in bias a teacher
may have. For example, when I first started I had a student who was very intelligent and worked
hard. She would often receive high grade in quizzes and exams with minimal errors. Gradually, I
noticed that she would make more and more errors. At first, I stated to myself She did well in
my class and understood the concept during the lesson. It must be a small error. Upon further
inspection, I notice that they were not procedural error. For example, on her quiz relating to two
column proof she had stated the wrong congruency theorem. She was not able to analyze the
diagram and her markings to state the correct theorem. I noticed many of my students struggle to
understand the different between ASA and AAS.
Leaving behind no comments on incorrect work is harmful just is leaving a negative
feedback. I do my best to provide students with help hints and question as comment. This allows
them to think and produce work that requires contemplation.