Attitude – sometimes mine’s not as good as I’d like it to be. What’s my attitude towards my students, towards teaching math, towards my colleagues, my administration, etc? My attitude may change throughout my day, week, year, and over the life of my teaching career. Or, maybe I just lose touch with why I got into teaching and why I decided to teach math, thanks to all the hurdles that seem to toss themselves in front of you.
I actually really like my students and I think my job, teaching math, is really important. But, things get in the way sometimes and my attitude can suffer.
Luckily, attitude isn’t a fixed frame of mind. It’s a changing and evolving beast and while it can get bent out of shape by other things, such as fatigue, illness, tough teaching assignments, difficult colleagues, etc. it can also be straightened back out. We really have control over our attitude. I’ve decided to focus on it for the rest of the month, and see what happens. For a better breakdown of the impact of life’s events on our attitudes, check out this article by Micheal Graham Richard, Growth vs. Fixed Mindset. It asks which one are you, but my theory is that will very likely evolve and shift.
Staying in touch with your good attitude towards your students and teaching is probably the most important thing to do everyday. In fact, I’ll argue the most important thing to prepare each day, before lessons and tests, homework, etc., is our attitude about our students. It will define our approach to problems that arise during the day. It will allow for open mindedness and acceptance when our lesson doesn’t go as planned (especially when it is way below expectations).
My plan is to think of my students as the multi-faceted creatures that they are. They have interests and math may or may not be one of them. My goal is to try to inspire students to enjoy math, feel challenged, but not overwhelmed. Sometimes, this attitude really drives the activities and sometimes I lose touch and get caught up in the ‘listen, take notes, here’s your 20-25 problem homework assignment.’ this is usually when I get concerned about how much I’m supposed to teach them in a year and how little time I feel that I have to do it. I also realize that there’s nothing wrong with notes, lecture and lots of problems. However, that can be a drag for a lot of kids, so I don’t do it everyday, and when I do I try to give lots of class time to work the problems together. Even better, I love it when I can engage them in open questions. I think that’s one of the best times I have with them.
For the rest of March, I’m challenging myself to adjust and refocus my attitude each day, before the kids arrive, and to have some good open questions ready. My hope is, by giving attention to my attitude and this one teaching tool for the next few weeks, these two things will become second nature. I’m hoping my attitude will not only be positive, but will evolve and become better as I open up to outcomes with my students. And, as I open up my questioning. I’m hoping to open my mind enough that I transform my classroom and kids experience for the better.
I think our attitudes are really important and I know I don’t give mine enough attention. I want that to change. I think attitude may be like a muscle and for it to be strong, it needs attention and proper feeding. Otherwise, it feels like I’m sometimes being swayed by the event in front of me, or the person in front of me. I want my attitude to be really strong and drive my response to that event, or that person. Teaching math isn’t easy. So, I need to tend to my thoughts, my views, my attitude towards my students, towards teaching, towards my school, my colleagues, etc.