My Teaching Philosophy

Parents, students, and colleagues often ask me about my teaching philosophies.  I'm a big advocate of personal responsibility.  I believe that students must assume responsibility for their actions (or inactions).  Many of my students are old enough to drive.  If they can handle the responsibility of getting behind the wheel of a car, then they can also handle the responsibility of being good students--not necessarily good in the sense of earning high marks, but good in terms of being prepared, doing the necessary work, acting appropriately, and seeing me for extra help if they ever need it.  I try to use the classroom as a stepping stone for what my students will encounter outside the classroom in real life.  Not only do I teach them math, but I also try to teach them about following directions, paying attention to details, being proud of the work they hand in, and being overall good citizens of the Darien and greater communities.

I've been told by some students that my classes are difficult.  I prefer to think that my classes are challenging.  I want to push my students to their academic potential.  I do not grade on any sort of curve, so if every student in my class earns an A then every student will get an A.  Earning an A in my class is an accomplishment of which the student should be very proud. 

While I take a tough-but-fair approach to my teaching, I also try to inject humor and lightheartedness into my lessons and teaching style.  I've been known to use a megaphone in class to get a student's attention, consult my magic 8-ball on matters relevant to class, use an electronic name generator to call on students, show clips from The Simpsons during the year to illustrate various math points, and have students sing for extra credit.

I make myself available to all my students if they ever need extra help.  I typically arrive at school between 7:15 and 7:20.  My prep periods are 2, 3, and 6, and I am also available for extra help after school.  I will never not help a student or answer a question that a student asks, but it is the student's responsibility to ask that question or to seek extra help.