Access
Students and their families have been exposed to people, programs, resources, and connections that can open doors for them, and they are able to navigate and access those opportunities
Introduction
As I reflected on my first year of teaching, it became apparent to me that my students deserve the real world context for the math they are learning. I had prioritized content knowledge and didn’t provide relevance. Planning for my second year, I was intentional to incorporate lessons that extended beyond Algebra II content and provided opportunities for learning beyond the classroom. There are resources and opportunities that aren’t regionally or immediately obvious to which students can be connected.
My experiences prior to becoming a teacher inform the type of opportunities I researched for students, and the emphasis on real-world skills is evident. My perspective serves as a window into a singular experience for my students. Part of my role as an educator includes exposing my students to the perspectives and experiences that can open doors for students beyond my own background. Each of these opportunities began with classroom integration alongside relevant coursework. These experiences were deepened through connections made with the outside the classroom and in the community. Academic growth is not the end-all-be-all of education, and removing the barriers between school and the real world provides new ways for students to experience learning. My students’ access opportunities center on opening doors to important life skills that help them navigate the world.
Follow the links below to learn more about how I connected students resources that will help them navigate their lives post-high school.
Conclusion
As a teacher, the role I play in my students’ lives is multilayered. The content on my syllabus is only part of the impact I have as an educator. My experiences and network can be brought into the classroom in meaningful ways that open doors for my students. My students are focused on defining success for themselves, and I reframe what they think is possible through the connections I bring to the classroom. I can use my position of power to be responsive to students’ needs and desires outside of the classroom. I connect students to opportunities and resources they otherwise might not have access to, and provide the support necessary for them to take advantage of them.