
Yeah, okay, so hindsight is 20/20 and time machines are not available at Target. WHATEVER. I still wish, after attending a presentation on teaching at the Airman & Family Readiness Center on base today, that I could warp myself back to 2006 and switch my concentration to grades 4-8 instead of elementary. And you know what, I might even be brave enough to make that 4-8 Math.
— I am pausing here to allow the people who know & love me to recover from the initial shock. —
Back in December 2009, when I got my student teaching assignment for the coming final semester of college, you really should’ve seen my face when I saw “Fourth Grade Mathematics” in the second half of my schedule. I mean, WHAT?? Are you kidding?? ME, teach MATH??? This is the child who had to stay in from recess every day for like two weeks in 1st grade when we were supposed to be learning about “borrowing” in subtraction. (“I don’t want to borrow numbers! I don’t want any numbers at all!!” *rage-crying*”) My first ever D in a school subject was in freshman year when the only thing I could process about geometry was proofs because it involved writing WORDS. So, I was seriously dreading getting assigned to this 4th grade math class for 2.5 months.
The first half of my student teaching, btw, was in 1st grade and I spent 5 days a week working from 7:15am until nearly 7:15pm getting materials and lessons ready for 6 subjects a day. (For free!) I thought this was still preferable to 4th grade math because teaching how to count by fives for roughly half an hour a day is not anything like teaching fractions to multiple classes over and over again. (Also, OMG EEW FRACTIONS.) Really, on my last day in 1st grade, I wanted to cling to all twenty-four of my adorable 7 year olds and just weep for dear life. It was certainly a highly hysterical cosmic joke to place someone as math-phobic as I am in a situation where I would be tasked with subjecting myself and many children to math all day long. HILARIOUS. TERRIFYING. Same thing.
But! What happened was a total surprise to me. After my first week teaching fourth grade, and my first week teaching a content area subject to a grade level that would have to go through standardized testing during my time with them, I realized that I was okay. I WAS OKAY! I really have always wanted to share this story with my 7th grade math teacher, Mr. Lanehart (who is actually my Facebook friend, hahaha), because when I was in his classroom glaring skeptically at his “MATH LOVES YOU!” banner and listening to him tell me that, even though I detested math, math would always love me unconditionally… I would never have imagined myself actually enjoying myself being a math teacher. In fact, if time machines went on sale at Target right now and you warped yourself over to 7th grade me just to declare that I would someday consider teaching math, I would’ve laughed hard enough to rupture the space-time continuum. I’m fighting the urge to crack up at myself right now, even. Life takes such unpredictable paths. I firmly believe that the universe conspired to put me in that 4th grade classroom just to prove to me what I was capable of.
No, I still don’t *like* math in the slightest. That may be too much to hope for. *cough directed at Jason cough* LOL.
However, I had fun teaching math. I LOVED fourth grade. If I could choose a grade to teach, I would go for 4th in a heartbeat. I taught four periods of math every day, plus I did after school tutorials for the upcoming standardized tests, and it was math math math all the time. I was fortunate to have a mentor teacher who was amazing, but what really made this experience unforgettable was the discovery that I, the opposite of a mathematical genius, was able to help kids who felt the same way about the subject. Kids who had been introduced to math in all the wrong ways, leading to a bad first impression that perpetuated itself over time. Math was the equivalent to a monster under the bed. Like me, they had nursed the theory that if they just stayed under the covers and didn’t go LOOKING for math, it would leave them well enough alone. (If only!) I met children who were like me in that they interpreted a math problem in roundabout, not necessarily standard ways. And I found out that, while I was able to reach the majority with the lesson plans given in the book and the strategies recommended by my mentor teacher, I was also able to reach kids who were afraid of math simply because I was also afraid of math. We shared a language. I’m sure any teacher will tell you that connecting with a student is a moment of glory. I had many of those moments, while I was teaching math.
How did I get on this subject today? Well, when I went to that presentation earlier, the main recommendation to me was that I work on adding endorsements to my existing credentials. And you know, I thought about math. Maybe. Which is a definite improvement over my default answer of NEVER/OVER MY DEAD BODY. (I am a fan of small victories.) I’m not saying that I see myself acing Calculus or transforming into a math genius EVER, but I am interested in the possibility of teaching math to kids during that window of time when they will either decide that they can do math, or that they can’t. I know about this, because it happened to me. Somewhere in elementary school, primarily in 4th grade, I made up my mind that I was horrible at math and couldn’t do it. This, after a stellar career as not only the 3rd grade Around the World champion, but also the 3rd grade multiplication-table-memorization Queen. I never hated math until I got to 4th grade. True, I did NOT have a good teacher that year. She basically taught from her desk and never gave us anything but worksheets. My attitude towards math took such a downturn that year that my mom actually scheduled a parent-teacher conference. (In the world of Asian moms: an intervention. Hahaha) When I asked her about it years later, she told me it was because she had a theory that if I’d never had such an awful math teacher in 4th grade, I would’ve felt very different about math as a result. Seriously, she still talks smack about that lady!
So really, I guess what I learned about myself while student teaching in math was that I could be a math-phobic person who could convince math-phobic children that math loves them. And that, even if they never love math back, they can at least look math in the eye and say, “Math, you’re okay.” And because of this revelation, I am looking at my future in teaching from a different perspective.