Douglas Parsons
Douglas Parsons' careful approach to teaching complicated mathematical concepts has led to increased interest and enrollment in math and science classes at Bishop O'Neill Collegiate in Brigus, Newfoundland. More than 40 percent of Douglas' students pass with honours.
Since 1983, the number of students who have graduated from the school with the marks and commitment necessary to earn degrees in science, engineering or medicine has almost tripled. More than half these graduates are female. Douglas has motivated, taught, encouraged and been a role model for his students, in and out of class.
In 1993, Canada Science Scholarships were won by five of Douglas' students from a graduating class of 45.
Approach to teaching
"Many students think that they won't be able to do math and science. My job as a teacher is to get rid of this fear and convince them that they can."
High self-esteem is essential. In my opinion, when it comes to math and science, you must improve your students' self-esteem. You can show your students that they can do it and convince them that the end result is worth all the work involved. You must make them want to be one of the best, no matter what it takes.
Always give students a chance to improve their marks. Students learn at different rates, and the slower ones should not be penalized. If students show that they have mastered a topic, they should get credit for it — no matter what time of the year it is. This means, of course, that only those who work continuously should get credit, or some will do no work until they have to because they know they'll get credit for mastering a topic.
Knowing who has done their homework will help you run your class, because you will not be asking people who haven't done their work for answers. Students who are having trouble are often helped by hearing other students respond to questions.
Transferable experience
Many students find Euclidean geometry difficult, especially when it comes to writing out a proof. To prepare them for geometry, I take the time during the algebra unit to get them to explain each step they took to get the answer to a problem. About a month later, when we get to geometry, the students are so used to explaining their reasoning that proofs make more sense to them.
Most students use algebra to solve simple equations without having to think about the reasons why they are following the steps they do. They really know the reasons but don't know how to explain them. I ask them to give a reason for each step they take to get a solution. Initially, I have them write the reasons out as in the example below.
The problem is to solve the following equation: 2x / 3 + 5 = 9
Step 1: 2x / 3 = 4
Why? "I subtracted 5 from each side."
I tell them they have just discovered the subtraction property.
Step 2: 2x = 12
Why? "I multiplied each side by three."
This time I tell them they have discovered the multiplication property.
Step 3: x = 6
Why? Because they have divided each side by 2.
This means they have discovered the division property.
This very simple example allows the students to learn that every step in solving an equation has a reason. I repeat this process with enough examples so that students come to understand all the principles of algebra in a variety of applications. More importantly, the students become accustomed to giving reasons for everything they do.
When they become adept at giving reasons, it is no longer necessary to ask them to write them down every time. I still ask students to give me the reasons for the steps taken when reviewing work with them, especially when looking at problems that are giving them difficulties. I make a point of doing this at least once a week.
When students understand that there is a reason for everything that we do in mathematics, the idea of statement and reason in a geometry proof becomes much easier to understand. As a teacher, you will also find the concept of writing a proof much easier to teach.