The best part is observing other non-Math classes and the insights they afforded me to be a better math teacher. I was thrilled to observe a Music 9 class when the fledgling musicians took up their individual instruments and played as a band a classical music, a upbeat dance and a moving sentimental piece. After that class, I was bent to discover the mathematical dimension of music, or even play some classic background music at appropriate stages of class time.
Then I observed a Foods 10 class, where measurement, proportions and even shapes (e.g. why are English pears roundish compared to Asian pears?) of ingredients rule. Then off to a PE 10 basketball class which had a jogging warm-up, then were led to the different mechanics of proper shooting. I intently watched how parabolic the students shots were, as well as the recommended leg and arm angles lectured by the instructor.
When asked what they felt were the most serious learning obstacle in learning math, a number of math teachers mentioned the language component. Upon learning this, the principal arranged for me to sit in an ESL class of mostly Chinese and Japanese students. Noting how serious the language gaps of some students are, I will try to re-phrase concepts when I'm actually teaching, or write key words and explanations in the board.
These invaluable insights will help me integrate other school subjects to math, and also find ways to link outside students' interests (like computer games, sports) to mymath teaching.
You have made the most of your observations in the school. Well done! Great insights here.
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