Math Education M.Ed. and initial licensure student Jonathan Goller finds resilience in virtual pandemic student teaching, explaining that,” being forced to adapt and find new ways to instruct students has helped build my confidence in my ability to meet the needs of my students.”
What drove you to enroll in the program?
I attended the U of M for my undergraduate education in mathematics. I’ve heard good things about the U’s education program and decided that it would be a good fit for me as I pursued my goal of becoming a math educator.
When did you realize you wanted to be a teacher?
I realized I wanted to become a teacher at the beginning of my senior year of undergrad. I was a TA for the Math department and had the opportunity to teach math the previous summer for LearningWorks, a summer school program. I loved being able to teach others and decided to become a teacher.
What did you hope to get out of the experience?
I hope to get a rich education that will prepare me for the challenges of being an educator in today’s world and provide me with research-based best practices and methods for teaching mathematics.
Were there any surprises and challenges along the way?
Both my program courses and my student teaching experience had to shift to an online learning format due to the COVID-19 pandemic. While this isn’t ideal, I applaud the program for keeping the safety of their students the priority without sacrificing the quality of their education.
Describe your experience student teaching. What do you see as the benefits or challenges of student teaching during the pandemic?
I am working remotely in high school geometry and algebra classes. It can be challenging to engage students in an online setting and it is difficult to understand where all of my students are. In-person, it’s easy to look over a student’s shoulder and see where they are at in understanding the content. Online learning often requires students to make the first move which can be intimidating. A benefit of teaching during the pandemic is learning to adapt my teaching to fit the needs of the students. It has also been great to be exposed to new online resources that can enhance my instruction that I may not have discovered if I didn’t need to find them.
What has been your experience with the faculty?
The faculty are phenomenal. It’s obvious that each of my instructors cares deeply about their subject and their students. They work to ensure that every student understands the content. They have also been incredibly supportive throughout the stressful times that we are currently living. They are the type of educators I strive to be when I graduate from this program.
How have you felt about the cohort model and experience?
I like the cohort model. It has been beneficial to form meaningful relationships with my cohort members. I have also enjoyed the opportunity to hear the perspectives of educators from other cohorts in some classes.
Has the student teaching helped you feel prepared to enter your own classroom?
Student teaching has helped me feel prepared to enter my own classroom. While distance learning is unlikely to be the reality when I enter my own classroom, being forced to adapt and find new ways to instruct students has helped build my confidence in my ability to meet the needs of my students.
Learn more about M.Ed. and Initial Teaching License in Mathematics Education in the Department of Curriculum and Instruction.
