TEACHING STATEMENT

When I started teaching mathematics, it was as a graduate teaching assistant in recitations containing roughly thirty students for an undergraduate differential equations course. In this atmosphere, I was able to experiment with various group activities, lecturing, and methods for encouraging class participation. During this time, I learned the importance of a good illustration. I also found that one effective way to teach mathematics is to solve problems in front of the students. This allows them to see how problems are approached, how they can be logically solved, and that even the instructor makes mistakes sometimes.

These experiences proved to be indispensable as I became a course instructor, where I taught multi-variable differentiable calculus and multi-variable integral calculus in the faculty of engineering at McGill University. Each of these courses was divided among three instructors who shared the responsibility of writing problems and solutions for assignments and exams, in addition to developing lectures for our own sections and teaching. My sections contained approximately 100 students each, yet at one point it was said that some of the more experienced instructors where loosing students to my section. As a result, the department was happy to keep me teaching.

Since then, I have taught a variety of students with different backgrounds in both lower and upper level classes containing less than 35 students at the University of Iowa. A valuable lesson I have learned as a course instructor is related to diversity in learning styles. For example, mathematics students may love to see proofs and abstract theory in a lecture, but engineering students would often rather see applications. I have found that working specific problems generally helps students grasp particular concepts, while 'real-life' examples and analogies are a good way to hold their interest, and my students have acknowledged this.In my course evaluations, one student commented, "The instructor has a gift for keeping things interesting and fun while learning and I would take another course with him anytime ... the class has been my favorite at U of I so far."

I strive to conduct each class in such a way that students feel comfortable asking questions. If a student is going to achieve understanding, every sincere question must receive an answer with full consideration. I have realized the importance of making myself available and being certain that students feel comfortable approaching me, and the feedback I have had from students in this respect has also been excellent. In my evaluations, one student wrote, "[Dr.] Moore is very knowledgeable, and is especially helpful during his office hours," and another stated, "His sense of humor and calmness produced a stress-free and easy to learn environment ... he really wants his students to be involved and understand."

I believe a good education in mathematics is balanced between theory and practical application, and in order to learn mathematics, one must do mathematics.This is true with every student.Over all, I have found that it is important to promote creative and independent thinking, to make myself available, and to approach the subject with enthusiasm and creativity, in order to be most effective. I have also learned the importance of teaching students how to work well with others and communicate their ideas effectively, in addition to giving them a good understanding of mathematics. I know these are not always easy goals to achieve, but my plans are to be continually searching for better ways to teach. Each of my experiences as a teacher has been beneficial, and together they have built a strong foundation for my future teaching career.