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Statement of Faith-Based Teaching and Learning

Faith is a big part of who I am. It is the foundation of my beliefs,

values, and teachings. God created us to be stewards of this earth, to

nurture the children, to seek his love always, and declare Him as the

Lord our Savior. Throughout history, children have been overlooked and

have not been seen for their true beauty, even though we are told

throughout the bible that we need to have faith like a Child. One of my

favorite passages is Matthew 18: 2-5, He called a little child to him,

and placed the child among them. And he said: Truly I tell you, unless

you change and become like little children, you will never enter the

kingdom of heaven. Therefore, whoever takes the lowly position of this

child is the greatest in the kingdom of heaven. And whoever welcomes

one such child in my name welcomes me (New International Version).

I want to have a faith like a child. A faith where I believe in God with

my whole heart and do not doubt or question His existence, just like a

child.

At Sunday school a few years ago I was sitting with a group of

four year olds and I asked them the question what does love mean to

you? One of their answers will stick with me forever: God is love. To

this day that has been on my mind and it has never left. When I am

teaching I want to be teaching that God is love. I want to show Gods

love in my teaching through my actions, how I teach, and through the

material. Proverbs 22:6 says, Train up a child in the way he should go;
even when he is old he will not depart from it (New International

Version). I want to teach my students the way they should go and help

them to see our Creator in all that I teach. My prayer is that my

learners will be able to see Gods creation throughout my unit on

angles.

There are two main views when it comes teaching mathematics:

traditional and progressive. The traditional view is that there is

balanced instruction, which means there is only one way to solve a

problem. This is where tracking can usually be found. The

progressive worldview is not about memorizing facts, but learning

meaningful knowledge, learners should not be denied advanced math

classes, more than one way to solve a problem, multiple means of

representation, and it is accessible and relevant to all learners (Oakes,

Lipton, Anderson, Stillman, 2013). I believe in the progressive view

because it is extremely important that learners gain an understanding

and do not just memorize facts. Instead of memorizing 2x2=4, they

should know why 2x2=4. I do not want learners to be denied learning

certain material because they have lower grades than other children.

Information and math skills should be available to all children,

especially in elementary.

Throughout my unit on angles, I want to include as much

representation as I can. When I introduce the unit, I am not going to

just say okay this is a right angle because it is 90 degrees or this is an


equilateral triangle because it has three equal sides. Yes, I want my

learners to know that, but I want them to gain an understanding of

what it is first. I want them to be exploring the material they are

learning. This is why I am going to have them investigate different

angles and what an angles means, before I give them the facts. I will

have different activities throughout my unit using different means of

representation allowing all learners to be able to understand the

information. Children have different learning styles and I do not want to

teach to one style, I want to teach to all the learning styles.

Throughout my unit I want to show Gods handiwork and show

that one can see his creation through all things. I am going to have

students explore the diversity of angles and how that connects to the

real world. If one were to look at all the objects in a room, they would

notice that they all have different angles, different shapes, and

different sizes. If the objects in the room all looked the same, it would

be very boring. However, the diversity in the objects is what makes the

classroom unique, special, and its own. I want to lead a group

discussion about the diversity in angles allowing students to express

their own views and what they think. Why do they think God created

angles? Do they think this shows Gods handiwork?

I also believe that it is important for children to know why they

are learning something. For example, I will hear children say, Why do I

have to learn this? Im never going to use it in real life! By allowing


learners to investigate, (what jobs involve angles, how does this show

Gods work, can the diversity of angles be related to us?) I hope they

will be able to gain their own understanding and appreciation of why it

is important to study angles.

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