Why I Decided To Apply For A Mathematics Teacher Training Scholarship - By Frank Brooks-Tyreman
I was a late bloomer in terms of developing a love for mathematics. I was good at solving problems and getting the right grades, but I didn’t feel inspired by maths. It wasn’t until A-level that the spark was lit which led to a lifetime of maths. I owe a lot to a single teacher who put the effort and time into coaxing out the budding mathematician that I am now.
I have always wanted to teach; throughout my undergraduate degree I chose modules which would help me better explain mathematical concepts and when I was offered teaching roles as a PhD student I accepted enthusiastically. It is important to continuously challenge yourself and I believe that teaching is a perfect environment to do that. To teach well you must be adaptable and tailor your explanations to help students of all abilities learn. Maths Scholarship attracts people who want to challenge and better themselves as both mathematicians and teachers – what could be better than a support network of like-minded people who inspire each other.
A teaching role I had at the University of Birmingham was supporting students who had come to university outside the traditional A-level route. I have also worked alongside and witnessed the research of some extremely talented women. I want to inspire students of all backgrounds and diversities towards a career in a STEM subject and to show them that mathematics (and its applications) define the world and that they should take the opportunity to be involved.
As a PGCE student I am only beginning my journey into education. I see that the Maths Scholarship affords me extra opportunities to professionally develop my skills; provides me with a wealth of resources; and gives me a support network to help deal with the pressures of the job. There is also the money which eases extraneous pressures too. I want to take full advantage of all the benefits the Maths Scholarship provides, because I can pass those benefits on to all those students I will go on to teach.
I have only been on my course for three weeks (as of writing) and I have had to define what is an effective (maths) teacher? I believe an effective teacher builds foundations on which students can engage in their own self-learning and discovery. Teachers must therefore move fluidly between being imparters of knowledge and facilitators of learning – I believe the Maths Scholarship gives me the best tools to be able to do this.
By Frank Brooks-Tyreman
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