About me
All my educational credentials in Mathematics were obtained in the Philippines. Teaching experiences were in postsecondary settings and in the university.
Le Cordon Bleu College of Culinary Arts and Patisserie in Chicago hired me in 2009 and rehired me on February 18, 2013.
Interests
Skills
Activity
Though learning styles differ with each student, the first method I facilitate is repetition of understanding concept or procedural structures of knowing-how-to through a lot of examples that show simple to complex level of difficulty, with step-by-step instructions, and letting the student to work out varied samples that show levels of difficulty. The first level of learning hierarchy, according to Benjamin Bloom, is knowledge which is more complex than rote learning.
It is true that the adult learner brings to class a wealth of experiences and ethics that sets an example for the young learners but the adult learner also has the most personal responsibility and commitment to family, employer, and in some cases, his own business. When situations arise that he needs to address these responsibilities, school becomes second priority; success in school may be threatened by absences, lack of time to finish assignments on due date, missed lessons, and other factors. In some cases, despite support and accomodations employed by the teacher, the adult learner gets overwhelmed and discouraged.… >>>
@hkruczek :In my experience, before the start of class, I email everyone, addressing their full name, in my class roster the following: that his or her name is in my class roster, the class time, specific location of the class room, and most importantly, let them know that I am looking forward to meet them in class. Despite my class consists of early adults and late adults, I give them the feeling that they are important in class and assure that we will try to work out together for them to be successful in class. Students who are not interested… >>>
This was the scenario; adult student about early 40's, family man, been from Afghanistan for 5 years and before this had been deployed in Middle East and had been a G-Force specialist, now sit in my Mathematics class - Basic College Mathematics. He showed poor performance in fraction and its manipulation especially long-hand computation of fraction operation. His reason, which was valid to me, was that in the military he trained to access the calculator for fast computation that is vital to his work. The curriculum is set up for long-hand computation on fraction operation. I need to engage him… >>>
This was the scenario; adult student about early 40's, family man, been from Afghanistan for 5 years and before this had been deployed in Middle East and had been a G-Force specialist, now sit in my Mathematics class - Basic College Mathematics. He showed poor performance in fraction and its manipulation especially long-hand computation of fraction operation. His reason, which was valid to me, was that in the military he trained to access the calculator for fast computation that is vital to his work. The curriculum is set up for long-hand computation on fraction operation. I need to engage him… >>>
I am teaching mathematics in the associate program and generally speaking, some of the students lack study skills to get themselves self-directed and as you can see on their computation, their thoughts are all over and lack structure. It is one of my objectives to instill organization in their thinking process. In the topic of proportion, the structure of this equation can be employed to find the solution to a missing value, percent problem solution including but not limited to simple interest, commission, tip, sales tax, discount, edible yield, discount, how to convert recipe either upsize or downsize, and many more. The students must realize the… >>>
I believe that whether it is in business, a meet-up, or first class day, it is important to show that the person/persons feel comfortable by knowing that with you, they are not to be judged, they feel safe in the setting, they accept the idea that they are part of the group, and that they could be heard. Most importantly, each or each one of the group feels their presence by you making it to know their name.
Well said about that, Miriam and LaFanya. I believe that in teaching Mathematics, I live for the present and perform the best I can do to satisfy the students and the school which are both important stakeholders and let the future measure whether my effort outside the classtime had a positive effect on the students' performance and behavior towards my class. There were times when intrinsic rewards of feeling appreciated by the students and the school sustain our perseverance and dedication to teaching.
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The six tips on how to give constructive feedback stated above strongly provide a constructive movement from the negative behavior to a more proactive performance of a team player. As a teacher, this constructive feedback is a great positive reinforcer to students in order to warrant their success in performing tasks in the course.