On Teaching

Statement of Purpose as an Educator –

Katy Crowe Wheelock

I teach utilizing a developmental learning approach and the psychological insights of Lev Vygotsky and Rudolf Steiner. In teaching both art and math, I have a unique perspective on how humans approach the process of learning. Having things spelled out makes everything simple, easy, in fact, no ambiguity at all it seems would be ideal. Despite my awareness of our desire for comfort, I believe that it is my job as a teacher to bring the knowledge and strength that is in my students to the forefront while simultaneously asking them to become accustomed to the state of confusion. I am a strong proponent of group work, collaborations and peer-teaching. I believe I am somewhat of a facilitator in the classroom and that it is my role to inspire the students to find answers within themselves. More than anything, this builds confidence. But it is quite a stretch for some students to trust the process enough to go to the realms of the unknown. I try employ a caring consistent demeanor, and use a fun, light hearted approach to keep the dynamic in the classroom flexible and open to each student’s needs. As an experienced teacher, I endeavor to meet each student individually and to offer supports and inspiration for the pursuit of learning mathematics.

Both Mathematics and Art are one of the most fundamental human languages. I present mathematics as a study that is multicultural: stemming from Ancient Greece, Egypt, South America and China, to Persia and beyond. The study of math allows us to understand more about the history of the world; it is a way to change the world we live in as well as a way to get to know oneself as a learner. Similarly, art is a opportunity for students to connect with ways of communicating and interacting with their worlds. Art affords a rich cannon from which to draw, but also a clean slate. My classes inspire students to dig into the process of doing math and are, while also offering the chance to build pride in their own skills. Vermont’s individualization, personalization of learning, and proficiency-based assessment methods echo my own philosophy of education and have led me to include more real-world themed projects and self-assessment into my classes. I use artistic investigations as a way to help students engage with math visually, conceptually, concretely and algebraically.

I am committed to providing opportunities for all my students to develop the requisite mathematical knowledge which holds the key to successful careers and full lives. To ensure that all students can access high level math learning I use homework differently. Instead of practicing on their own, I require students to actively work throughout math class and I assign projects, videos and other open-ended investigations for homework. In this flipped classroom, the practice of math is not only assigned but done together, in class and modeled publicly for students who might not have had that model elsewhere. This provides an equitable learning environment and addresses the learning needs of students who have family, job or community responsibilities outside of school. Also, it significantly changes the culture of the classroom and reduces math anxiety. At times, when prepping for a summative assessment, the environment becomes that of a workshop, with help being given and sought from various members collaboratively.

Research into the psychology of the learner identity, the classroom culture and the ranges of tasks informs my practice. I bring an approach of inquiry, reflection and discussion in the classroom: understanding the process is the goal, and errors are an opportunity to learn, not something to hide. I use mathematical tasks that have more than one approach and many places of entry, which allow all students to be included, creating a foundation for positive classroom culture and management while differentiating learning. In my PBL unit on Computer Programming students self-assess; while students are encountering a challenging, important topic, they are in charge of the pace and the way in which their learning is assessed. It is novel for students to have this level of control, and requires scaffolding and individual conferences, but many surprise even themselves at their progress in this unit.

Teaching combines my appreciation for the development of adolescents with my love of math and art. I am friendly and collaborative and am motivated by and open to interdisciplinary teaching, cooperative planning, administrative feedback and co-teaching. I enjoy working with students to navigate through the challenges of youth, family and school. As a colleague, I take on supporting and developing roles; I am flexible and work within school structures. I have served as an advisor, class sponsor, trip and dance chaperone, on faculty committees, the NHS Faculty Council, the Board of Trustees, the Finance Committee, and as a leader of clubs including skiing, digital photography, SAT Preparation, and Pi(e) Day. Teaching math is an opportunity to contribute to my community as well as a wonderfully rewarding career.