Why I Left Teaching to Start Transformation Math
Introduction
Have you ever found yourself at a crossroads, feeling compelled to take the path less traveled? That's where I found myself not too long ago. After 14 years of teaching high school math, I realized that the traditional educational system, as it stands, couldn't offer the deep, transformative learning experiences I knew were possible. Here's why I left teaching to take on these challenges in my own way.
The Catalyst: COVID-19 and the Educational Crisis
The COVID-19 pandemic threw a spotlight on the glaring disparities in our educational system. The lack of a comprehensive response to the crisis further emphasized the need for change. I watched as the gap widened between students who could adapt to new learning conditions and those who were left behind. That's when I knew I had to do something different.
Algebra 1: A Microcosm of Educational Inequality and Emotional Struggles
Algebra 1 is not just another math course; it's a mirror reflecting the broader issues plaguing our educational system. I saw firsthand the disparity in mathematical understanding within almost every Algebra 1 classroom. Some students had already mastered the material while others struggled with basic foundational skills, often due to gaps as fundamental as understanding fractions.
The Constraints of Traditional Classrooms
In a traditional educational setting, these variances in skill levels pose a significant challenge. The classroom doesn't allow for the individualized attention that many students require, particularly those who have fallen behind. And the sad reality? The ones who need the most help are often the least able to afford outside tutoring.
Emotional Barriers to Learning
Equally concerning was the emotional toll math took on many of my students. Their negative emotions—be it fear, frustration, or self-doubt—directly affected their ability to engage with the material. I realized that to help students unlock their true potential in math, we'd have to reframe their emotional experience with it.
The Catalyst for Change
It became abundantly clear that a different approach was needed—one that could offer both targeted educational support and emotional intelligence training. These insights led me to step away from the traditional classroom, convinced that the issues surrounding Algebra 1 could be more effectively addressed outside of that setting. My belief in the transformative power of mindfulness practices in altering one's emotional relationship with math was the final piece of the puzzle, guiding me towards launching my own venture.
Conclusion
While leaving the classroom was a difficult decision, it was also an empowering one. It provided me with the opportunity to address the shortcomings of traditional education and create a space where students can not only learn but also grow emotionally. The journey has been challenging but rewarding, and it's only the beginning.