Kathy Anderson –Teaching Statement 2000-01
Supervisor, Teacher Education

Upon my appointment to the faculty of UCSC to teach prospective secondary teachers, I was faced with a unique challenge of how does one teach how to teach. For the past 30 years I have seen myself as a High School Mathematics Teacher. In that role, my focus has been on improving teaching and learning of mathematics for middle and high school students. I have been accomplished in developing mathematics courses for high school students, and staff development courses for veteran mathematics teachers. As a Supervisor of Teacher Education, the assignment of teaching courses on how to teach to prospective teachers in the graduate program at UCSC was a new adventure. In my prior teaching experience, I was not explicitly teaching the pedagogy I was using. My challenge has now been how best to guide student teachers as they pursue excellence in teaching and learning.

My teaching assignment includes a yearlong Student Teaching sequence of courses as well as Teaching Mathematics in the Secondary Classroom, Winter Quarter. These required courses are designed to prepare California Teaching Credential and Master of Arts in Education Candidates for teaching in secondary schools. This year I am responsible for both mathematics and science candidates in the Student Teaching series. In these courses, students take on increasing responsibilities in teaching classes in local public middle and high schools, participate in seminars and on-line discussions, and complete final written projects integrating theory and practice.

As I focused on the question of how best to serve my students, I initially had the notion that teaching student teachers how to teach must be radically different than teaching students mathematics. I was also concerned about modeling excellence in teaching and learning for middle and high school students in Mathematics or Science classes in a situation where my students were graduate students in education. I engaged in reflections on my own experiences working with high school students, in readings of relevant research, in discussions with colleagues in the Education Department, and in joining my students in the Theory of Mathematics and Science Education courses, with Assistant Professors Judit Moschkovich and Doris Ash. I came to the conclusion that I needed to approach my education courses by using methods that had been successful in empowering students for me in the past. So inasmuch as "how I teach" is "what I teach" at UCSC, I should teach how I teach.

As a High School Mathematics Teacher, I have been deeply aware of how students feel about themselves and their perceived ability to do mathematics as key to their potential for success. I believe this is the essential for all of us, whatever our endeavor. So, as a Supervisor of Teacher Education, my focus is empowering my students to reflect on their own knowledge and experiences, examine teaching strategies that have been shown to be successful, and develop their own distinctive teaching style. I am mindful of the complex and personal nature of teaching, so I take great care to encourage their growth in self-confidence and competence. I strive to create opportunities for students to tap into and develop their own passion and expertise. I guide my students to pose questions and seek solutions to problems in order to promote excellence in teaching and learning.

I am ever mindful of using and modeling best teaching practices as I support my students in their journey as teachers. In class meetings students are regularly involved in journal writing, discussions, story telling, making presentations, role playing, creating visual products in pair, small group, and whole group activities. I am diligent in my choice of readings and written assignments that reflect issues promoting good teaching. We regularly use WebCT and e-mail to communicate with each other. I take numerous pictures in their classrooms to promote their self-image as teacher. After my weekly observation of their classes, I work with each of them as they reflect on their own teaching practice. I continually receive feedback from my students as I watch them in their own classes, listen to their discussions, and read their written work. I am then able to reflect and adapt to their needs as beginning teachers.

As an example of a fairly typical class meeting in terms of student engagement, I would like to share the lesson plan and student reactions for the last class meeting of my Winter 2002 Intermediate Student Teaching course. The goal was for my students to recognize what they had discovered about teaching, how they had integrated theory and practice, and how they were applying that understanding in their own teaching. In the opening activity students quietly wrote in their journals on the prompt: “List three things you've learned this quarter and how you feel about each one. I was [amazed, horrified, relieved, disappointed, excited, grateful,…] to learn […].” Students randomly formed groups of four. Their small group assignment was to create a visual representation of what they had learned on chart paper to share with the whole class. Students were actively engaged: sharing ideas verbally; physically bending over chart paper; drawing; and writing. Students then presented their work to the class, showing their posters, explaining and answering questions. This activity, though focused on serious issues for the students, involved much laughter as each student recognized the commonality of their personal successes and dilemmas. I was able to assess their perception of their progress. For the closing activity, students discussed what they had in common and how far they had come as a group. The energy in the room was incredible as they exclaimed how good it felt to know how others were feeling, and that they were not alone in their development.

I have learned that teaching students to teach is more like teaching students mathematics than I had initially thought. When students feel valued for what they already know and supported as they grow, they are empowered to accomplish their goals. As I continue my own journey in teaching and learning, I welcome the opportunity to accompany my students on their chosen paths. The challenge in supporting each student as they build on their individual strengths is always a unique experience. I appreciate that our journey as teachers is boundless.