The Moment You've All Been Waiting For ...

Here it is. The moment you have all been waiting for. A 22-year-old white dude's blog about being a teacher. That's what the people are dying to hear, right?

My name is Ken (or Kenny, or Kenneth if you so choose), and this blog is meant to describe my experience at Brock University as I pursue my dream of becoming a high school math teacher. Truthfully, I think I care more about making an impact in the lives of students, but I've come to realize that incorporating my love for math through teaching would be an amazing opportunity to make a living.


I found this love while working at a summer camp up north. Here's some pictures:

 These are students from one of the leadership programs at the camp

 Same with these students (I am the one in the back with both hands in the air)

Aren't these dinosaur costumes just so funny?

Anyway, down to the heart of this post. So far in my math teaching course (EDBE 8F83 for the keeners who would look it up) we have covered two classes, and this first post is meant for students to be able to expand on something we have discussed in our classroom thus far or something from the sessions that has spurned our thinking . For me, it would be the realization that I might actually love to teach grade 11 everyday-level mathematics.

For many teachers who enter the I/S (intermediate/secondary, grades 7-12) field, they desire to teach their teachable subjects at the highest possible level within the secondary school system. While this is not true for all, it would follow that many future math teachers desire to teach advanced functions, calculus, and maybe data management. Maybe. 

However following a dissection of course material in many of the high school math courses offered in the Ontario curriculum, I soon found myself appreciating the value of a little forgotten course called Mathematics for Work and Everyday Life, Grade 11. This course is one that I had literally never heard of until reading the Ontario curriculum documents last year (maybe it was not offered at my small high school?) Regardless, upon learning the expectations of this course I soon realized how profoundly useful the information taught in this classroom would be to everyone, not just those "entering the workplace".

Among other things, this course offers lots of opportunities to investigate the world of finance, budgeting, and spending money. 

Okay, who wouldn't LOVE a course like that?!

In all seriousness, as a future teacher who is looking to meaningfully impact the lives of students, it would be a great opportunity to assist students in learning these critically valuable skills. It also doesn't hurt that my new "thing" is learning about the world of personal finance, so this is an area of life that I am currently particularly passionate about (especially regarding educating people on proper spending habits). 

Two books I would personally recommend for younger people interested in personal finance.
Also unofficially a good "pedagogical resource" for MEL3E.

While this is something I would have likely never considered even a few months ago, I am now beginning to think that this might be something that I could see myself teaching. Students would have opportunities to develop money sense (something desperately needed in a world of increasing personal debt), learn researching skills, and participate in fun class projects while I would be teaching a subject I am passionate about to an age group I am passionate about. Double whammy.

Will I get the opportunity to teach this course and have all my dreams come true? Stay tuned.

- KJ (Ken Jr.)