All of a sudden Martin started doing homework and classwork.  He answered questioned.  The young man who had been doing nothing suddenly became a star player.

He saw me smile at him as I walked by and I asked him what turned him around.  He told me it was me.  Knowing I believed in him made him want to succeed.

I don't know if Martin will be able to pass the final and the class.  He doesn't either.  But, now he knows he can.  It is heart warming to know I had a part in his change of heart.  I don't care what the stats show and thankfully the college does not care either.  Martin let me know I am an effective teacher and the school knows because of comments from students like him.

There are a lot of teachers like me out there.  A former colleague at Packemin is one.  She believes in her students and pushes and prods them to do their best.  She has turned many around.  Her AP doesn't think she is effective.  He doesn't like her lessons and the questions she asks.  He blames her for the behavior of the students that no one else in the school can control either.  He doesn't see all who grow under her tutelage.  He doesn't care.  He wants her gone.  He will do all in his power to get the teacher who believes in her students to leave.  I cry when I think of all who will never benefit from her caring teaching and who will never know the teacher who gets them to learn by believing in them.

My former AP told  us to never to use the word "why" in class.  He didn't believe it had a place in a math lesson.  He felt "how" was all that was necessary, especially with weak students.  He felt many were incapable of understanding the reasoning and  we should just concentrate on getting them "to do" so they would pass the regents.

When I went to school a zillion years ago, no one ever explained "why" either.  We memorized the rules and "did".  I never understood the reasoning behind choosing the proper signs when I factored or why the "a" in a quadratic equation could not equal zero or much of anything else.  But, I was a good student.  I studied, memorized the rules and did well.  It wasn't until I had to teach someone how to factor that I grasped the "why" of the signs and understood the implications of "a" not equal to zero or even why I could not divide by zero.  It suddenly became crystal clear and the factoring which I had previously been able to do with much trial and error was easy.  Now, when I teach the topic, I make sure to make sure my students understand "why" each time.

My students do not all get this.  I would be kidding myself if I believed I reached them all but I know I have succeeded with many.  I love watching their faces as they look at examples, analyze the problem and successfully arrive at an answer they know is correct because they fully understand "why" they did what they did.

The math they learn in my classroom will probably be long forgotten by the time they graduate and go on to careers in their chosen areas (unless of course it is an area that requires math) but I am convinced the "why" will be a lesson never lost.  Understanding reasoning is the first step in solving problems in any area, whether it be academics or life.

Although I am teaching a pre-calculus class in the college, I know many of my students will never take another math class when they walk out the door after the final in December.   While it is important to me that they pass, it is more important that they learn to think and to analyze.  They need to see the relevance of math in real life, even if it only helps with problem solving skills.  It is also important for the ones who are math phobic to learn that math is nothing to be afraid of and can be mastered if they stop, break the problem apart and think it through.

I haven't reached them all, but I know I have been successful with many in the past.  If I can do it again, I know my term will be successful.  That is all I need to show me I am a highly effective teacher.

Last Tuesday was rate your professor night at the college.  As I handed out forms, I told my students to be honest and offer constructive comments on the form.  The administration looks at them and uses them when it comes to rehiring adjuncts and to advancing careers.  The school doesn't give grades away, but it is, and always has been, students first and if a teacher continually gets all negative comments that teacher is checked out.

I know most of my students like me.  I can tell by attendance, by their work habits and by their questions and by the relaxed and happy manner in the classroom.  There are always students lingering after class, happily walking me to my car, chatting all the way.

Last Tuesday, as I left, a quiet young man stayed behind.  He said he told his friend to take my class next term.  His reason, "she doesn't let you leave until you understand perfectly." This comment made my night.  No Danielson is needed to tell me I am effective.