Eight years of teaching

As soon as I started teaching at MCPS, I noticed that minority students tend to be in regular and below-level classes. Most of these students were smart but they were not interested in learning mathematics.Gradually, I started to hear and read about the achievement gap and higher dropout rates amongst minority students especially boys.

One day, I read that "most students who are not doing well do not have even one connected adult in the school that they can attending". Further readings helped me to identify ways of connecting to students who need an adult. After that, I have gone out of my way to connect to "lost" minority students, especially boys. I usually find them from my classes or identify them from previous classes. I would ask them to see me in the mornings and I would encourage them to "go to all classes. work, and respect the teachers". The results have been overwhelmingly positive.

During the past few years, I have become more culturally competent. After reading, learning, and meaningful discussions, I have acquired much knowledge about different culture, groups, and means of operation of them. This knowledge has given me tremendous amount of help in helping students.

I have also learned and practiced "differentiated lnstructions" since more and more classes are going to be heterogeneously grouped in the future. The label of "GY" may not exist in the near future. A successful teacher needs to be able to differentiate in all his classes.

I have been happy to be able to connect to students than "just being a math teacher". I have learned more about their lives and the things they experience on a daily basis.

Much of teaching minority students is to give them hope. We need to tell them that if they make a little positive difference every day, their lives will be much better after five years.