Mr. Grant's Teaching Philosophy
Everyone of any age can learn and master academic skills and retain knowledge. I believe that students need to continually strive to engage the wonder of learning how and why the universe works the way that it does. It takes an inquisitive and hard working student, a passionate, inquisitive, and knowledgeable teacher, and leading parents who foster that inquisitiveness while holding students accountable. If any leg of this tripod of learning fail then it becomes much more difficult to gain any advancement in learning, knowledge, and skill.
I strive to break down the often unnecessarily obtuse and murky arcanea that is Mathematics and Physics. From awkward terminology, lengthy and mystifying processes, and perplexing utility I strive to make it all make sense and be usable for the novice student. Everything in the universe can be broken down into smaller and smaller component parts and then fit back together. Mathematics is the discipline which enables the common man to uncommonly solve problems, not just math problems, but any problem. Physics is the discipline of using Mathematics to describe the problem that is reality and the universe. My belief is that once an observably complex and mysterious discipline is shown to be fairly simply and straightforward progress can be made with its utility and growth in the discipline can be achieved, whether that discipline be Mathematics and Physics, or English or History.
I show a problem or a concept in its current form and then break it down into more digestible, memorable, and useful bits. Then I try to show a variety of simple methods to use to rebuild those bits into an understandable and logical solution. It does sound more complex than it is, however, the method seems to work.
I believe that writing something down three times gives you an 80% chance at recalling that information over the next 36 months.
I don't believe in doing problems for the sake of doing problems. Each problem should show or entice a student to perform a new sequence of processes. This should make the student, at least, familiar with the process. I show the way, the student has to walk the path to mastering the skills on his own.
In the classroom, as long as learning is happening I am fairly easy going. School is a stressful enough environment with imposing needless rules. All of the rules that we have in place are to ensure a more conducive learning environment.
I believe in exploring together why an action happened and then figuring out the potential ramifications and consequences of the action to promote more responsible and good future actions. (ie. I teach, I try not to punish).
Everyone of any age can learn and master academic skills and retain knowledge. I believe that students need to continually strive to engage the wonder of learning how and why the universe works the way that it does. It takes an inquisitive and hard working student, a passionate, inquisitive, and knowledgeable teacher, and leading parents who foster that inquisitiveness while holding students accountable. If any leg of this tripod of learning fail then it becomes much more difficult to gain any advancement in learning, knowledge, and skill.
I strive to break down the often unnecessarily obtuse and murky arcanea that is Mathematics and Physics. From awkward terminology, lengthy and mystifying processes, and perplexing utility I strive to make it all make sense and be usable for the novice student. Everything in the universe can be broken down into smaller and smaller component parts and then fit back together. Mathematics is the discipline which enables the common man to uncommonly solve problems, not just math problems, but any problem. Physics is the discipline of using Mathematics to describe the problem that is reality and the universe. My belief is that once an observably complex and mysterious discipline is shown to be fairly simply and straightforward progress can be made with its utility and growth in the discipline can be achieved, whether that discipline be Mathematics and Physics, or English or History.
I show a problem or a concept in its current form and then break it down into more digestible, memorable, and useful bits. Then I try to show a variety of simple methods to use to rebuild those bits into an understandable and logical solution. It does sound more complex than it is, however, the method seems to work.
I believe that writing something down three times gives you an 80% chance at recalling that information over the next 36 months.
I don't believe in doing problems for the sake of doing problems. Each problem should show or entice a student to perform a new sequence of processes. This should make the student, at least, familiar with the process. I show the way, the student has to walk the path to mastering the skills on his own.
In the classroom, as long as learning is happening I am fairly easy going. School is a stressful enough environment with imposing needless rules. All of the rules that we have in place are to ensure a more conducive learning environment.
I believe in exploring together why an action happened and then figuring out the potential ramifications and consequences of the action to promote more responsible and good future actions. (ie. I teach, I try not to punish).