Teaching to Learn, Learning to Teach

your students to write letters—personal letters, business letters—any letters. I remember once
a girl in my class was extremely sad because a friend’s mother had died. I said, “How about we
write a letter to this kid?” I taught the class how to write a condolence letter. We used a very
structured approach to writing. In the first paragraph, the author had to express sorrow for
their loss. In the second paragraph, the author discussed something they remembered about
the person who had died or the mourner. My students needed the structure to get started.
Structure gave them the freedom they needed to write. In fact, that is a good motto for my ap-
proach to teaching. Structure and planning give us the freedom to teach and learn.

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JOIN THE CONVERSATION—A FAMILY OF TEACHERS

When she read Maureen’s story about being from a “family of teachers,” Robin Edwards,

a New York City high school teacher, felt that it resonated with her own story in a number

of ways. Robin’s father was a social studies teacher and school administrator and her

mother teaches mathematics. At first they discouraged her from becoming a teacher, but

when they realized that it was her great love, they gave their full support. Of course they

kept on fighting over which subject area she should concentrate on.

Questions to Consider:

1. What is your family’s attitude about teachers and teaching? How has this shaped your
   own views?


2. In her classes for teachers, Maureen argues that literary content is as important as the
   reading and writing process. She believes that reading quality literature helps second-
   ary students learn to express complex ideas clearly and stimulates them to ponder seri-
   ous philosophical questions. Do you agree? Explain your views.
   3.Maureen believes that teachers must value student experiences and connect with their
   lives. Do you share her belief that this is part of the job of the teacher? Explain.

How I Learned to Teach Mathby Rhonda Eisenberg

Rhonda Eisenberg, a high school math department chairperson, is one of my oldest friends. We
student taught at the same time while students at the City College of New York and used to meet
once a week as an informal support team. Later we worked together as camp counselors and
community organizers. As beginning teachers, we continued to meet regularly as we tried to figure
out how to be teachers.—Alan Singer

I have been a high school mathematics teacher for 26 years. The last 3 years I was also the
math department chair in my school. In this essay I will try to explain how I learned to teach.
I hope you find it useful.
I believe that a very important part of my teaching is my understanding of both math and
teenagers. I feel I know my subject matter in a deep, deep way. This helps me figure out what
my students are having difficulty understanding and to plan lessons with future activities in
mind. I never assume my students know something. I always build on what has been pre-
sented and developed in class.
I have confidence in my students’ ability to learn and I show it to them. They also know I
am interested in their lives. I learn their names quickly, and, at the very beginning of the se-

52 CHAPTER 2