TPI reflection

After finishing my TPI, apprenticeship takes the lead with the most dominant trait as a teacher. The reason apprenticeship is such a dominant trait is due to how I want to teach computer science. I aim to introduce my students to coding and get them interested so the new generation is more aware of the technologies they use. As a computer science teacher, this ideal will likely influence my ideas as a math teacher, where I want the students to apply what they have learned to some real-world application. My two traits, developing and nurturing, are close to apprenticeship, but looking at the BIA, some apparent gaps need to be addressed. Unlike an apprenticeship where the BIA is within 2, here, the BIA is greater than 3. This gap indicates that these traits are likely to fluctuate over time since actions, in most cases, are low compared to belief or intention. On the other hand, looking at my recessive trait, social reform, I notice how the BIA are all very close together. The tightly packed BIA tells me it will be hard to change my perspective on that trait.

Social reform, being my recessive trait, is surprising, yet at the same time, not. When I think logically as a mathematics teacher, not much social reform will come out of maths. Most of the content in the classroom is meant to help students build more skills for more advanced mathematics classes. Yet, I want to change how my classroom is run from a traditional classroom. This change includes changing the questions being asked on exams, how students are assessed for their knowledge, how lessons are taught, and classroom activities to help reinforce learning (not only through homework). These changes entail some form of social reform, as the primary goal here is to change how classrooms are run and the end goal of specific math classes. However, social reform can be more easily seen in other subjects such as english, humanities, and sciences, as many of the discussions in class can be more related to global issues that teachers can bring up and start a conversation with the class.

On the other hand, most math classes need to complete a packed curriculum so that students can proceed to more advanced maths. This makes it harder to go off-topic to discuss global issues if there is a way to tie that social content with math content. I would love to discuss more in-depth how a teacher can better implement social reforms in a math classroom setting.