Teacher Interview:

An Environment for Learning

Educators Name: Mrs. Josie Castro
School: Allison Elementary K-3 Pomona, Ca

1. Describe how a typical lesson is organized. What is your role? What is the students
role?
I try to create lessons that focus on students learning strengths and academic levels. I work
with students who have learning disabilities and so they require a lot of guided practice,
repeated steps and hands on activities. My lessons usually start with a story or question. As a
class, we discuss and then I give examples. I will guide students through an activity,
constantly repeating the steps or concepts. I usually end a lesson with students sharing out
what they learned or what they did. I would say my role is to teach by guiding students thru
lessons and allowing them to think, process and share their thoughts. The students role is to
ask, participate, and share.
2. How do you decide how much time to provide learners to explore a math task?
My math lessons involve several mini activities. Each activity focuses on a specific skill.
These activities are brief usually less than 10 minutes. I usually start with math facts practice,
sometimes it is a timed test. The next activity is a number talk problem. I will display a
problem and students have a few minutes to solve it. Students share their way of solving the
problem. The last activity is the lesson, but it's broken down into steps. I usually only go
over one step at a time per lesson. This allows students to practice and master it before
moving on to the next step. I will build upon pervious steps and it usually takes a few days
to get through an entire lesson or concept. I use a lot of scaffolding because of my students
needs.
3. How does the way youve arranged the room (e.g., the seating, location of material)
affect the students learning of mathematics?
My students not only have learning disabilities, but also have behavioral needs so my
students are provided with only the basic tools needed to complete tasks. Books, backpacks,
extra pencils crayons, rulers and other things arent allowed at their desks. Even manipulative
used by students are with direct teacher support. Students are seated a few feet away from
each other and away from the doors and windows and phone to minimize distractions. The
room arrangement ensures student safety, minimizes distractions, and ensures learning
opportunities for all students in the class.
4. How important do you think it is to use real context or problem situations in teaching a
math concept or skill? How do you use context or situations to develop mathematical

skills and proficiency?

I think it is very important to use real life context because the students can relate, and it
allows me to build upon prior knowledge. The chances of the students retaining the
information are much higher, and it also helps to keep the students interest. I use student's
names, create problems that are current, or involve characters that they are familiar with from
video games, movies or stories. I also allow students to help me create problems using their
life experiences, such as family pets, vacations, events etc.
5. What do you about the learner who says that he or she doesnt like math or is anxious
about doing math?
I have a lot of students who say this a lot. That's why I break my math lessons into several
small 10 minute activities that help the students have small successes and be able to talk and
share their problem solving strategies. This helps to build confidence and the desire to at least
want to try. I encourage those students to try, ask for help, and to take one step at a time. I
also frequently check on those students for understanding. I praise and even give stamps,
stickers or certificates for small achievements frequently.
6. Do learners ask questions or make conjectures during your math instruction? Do you
encourage this? How?
From time to time, my students will get ahead of the lesson or activity. I love this because it
shows understanding and also tells me that I can increase the pace of things. I encourage
those students to share their thoughts or reasoning and I will have them teach it to the rest of
the students.
7. What do your learners do that helps you understand that they are making sense of
math? How do you foster and encourage those actions?
My students will get excited, give high fives, and ask to help others who are struggling, or
falling behind. I reward them with praise, stickers, and allow them to share with others.
8. **Not Mandatory** What is your favorite part about teaching and can you describe a
defining or poignant moment/memory youve ever had with a student or class?
Specifically for you, what makes it all worth it? Any advice?
My job is very stressful and can become overwhelmingly at times, however, the thing that
makes it all worth wild for me is when I make a connection with my students. Making them
laugh, making them excited to learn , or excited when they finally get it, or even more when
parents come to me, thanking me and telling me how much their child had grown
( academically and socially) and how happy they are. I especially feel touched when my
students will accidentally call me mom. They will laugh and tell me it's because they look at
me like a mom.