Mircea Martin
Department of Mathematics

mircea.martin@bakeru.edu

Teaching

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Gateway Exam

Sample Tests

Teaching Statement

 After many years of teaching, I can concisely say that my professional experiences have been exciting, satisfying, and highly rewarding. I have served as a faculty member at a state university, liberal arts college, and community college. In all of these differing types of educational environments, my major concern has always been to conduct my practice at the highest level of professional standards.

I believe my teaching skills and my background in mathematics qualify me to teach a broad range of both elementary and advanced courses. I like interacting with others, I like the stimulation, and I feel it helps me to more clearly identify my role and my personal objectives. I get intrinsic satisfaction in helping my students and myself to grow.

I think the instructor carries a great deal of responsibility and has ultimate authority in the classroom. I am also aware that flexibility is important to a proper learning atmosphere. Creating positive feelings about the course is one of my goals as a teacher, and I make a concerted effort to show cheerfulness, openness, and understanding in my behavior. I am constantly looking upon the class as a project. I plan for it, then try to identify the personality of the class. I like my classes to be dynamic, communicative, and participative, and I am prompt to make corrections, if necessary, along the way.

Teaching styles, as many of life's other ventures, are not static. In my rather long career, I have perceived an evolution in the use of teaching techniques and instructional aids. I have been faced with many challenges and enthusiastically coped with them.

It is beyond my intention, in a statement such as this, to go into detail for each of the basic techniques and strategies I have employed and developed over the years in order to motivate the students and to ease their learning tasks. I like to believe that all teachers have similar or even better techniques in their repertoires. There are, however, two particular pitfalls a teacher must be cognizant of, and in what follows I merely want to briefly explain the way I handle them. They are related to the beginning and the ending of our activity in a classroom, and I really think these two moments require a careful approach.

I have found that the first impressions are lasting, and in this regard I pay special attention to the way I plan and prepare for the first class. Prior to launching into the specific course, I habitually initiate casual conversation between myself and my students. Then I distribute to students the syllabus and take time to discuss the details therein. I explain to my students how to get a good grade in the class. Grades are usually what especially young students worry about the most. I tell them how much homework and how many tests will be required, and how much of the textbook should be covered. Next I explain what I hope the student will learn in the class and try to get them excited about the subject. Mathematics courses are often required for graduation and students are not always very interested. I do my best to explain why I feel that mathematics is important. I strive to convey to the students the impression that there is a purpose for everything. I tell my students that I want them to enjoy the class, to do well, and that I will always try to be available to answer questions and help with problems. Many students, regardless of age, are a little fearful of mathematics. I want the student, when we are finished talking, to have a good feeling about the upcoming class and not be afraid of the subject or of me as a teacher.

Grading of students is, at least in my opinion, another important and difficult task for faculty. All the elements of teaching should be properly reflected in the grading process. I use a criterion-based grading. As I pointed out before, I communicate the criteria for assignment of grades at the first class session. I avoid introducing irrelevant factors into the grading process. I feel that if students possess the knowledge and show that they have reached the objectives of the course, they should be evaluated appropriately. In this way I do not place students in competition with each other, significantly reducing my students' anxiety about grades. I also try to eliminate a common source of friction between students and instructors by being precise and consistent with the make-up policy. I spell out my policy on make-ups in the course syllabus as an additional component of the evaluation plan. I also indicate the weighing of extra credit for extra work. Quite simply, I make every effort to assist my students in obtaining credit for their work.

Over the years I have been in the very pleasant position of being able to take full advantage of my teaching and research expertise. I have done my best to develop and improve viable and reliable strategies and techniques for the delivery of learning in the classroom. In all my endeavors, I will continue to adequately prepare my students for the changing world they will face, and to serve their needs for higher academic or vocational education.

Updated 09/05/02

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