The eccentricites (for some reason that seems to be the best word to use) I exhibit that contribute to my teaching style have been developed over the years I've spent in a number of classrooms. I try to make my classes as much fun as I possibly can.... Face it, many students have found math to be a boring (or even hated) subject, and anything I can do to make entering my classroom a bit more entertaining can help open a door to learning.

One of the things for which I've actually been criticized is trying too hard to become friends with my students, rather than building rapport and then maintaining my place as a strong authority figure. Yes, I do try to make friends among my students. I talk with them everyday. It makes going to work more enjoyable for me. Mainly, though, I really do care what happens in the lives of my students... and people who care are friends.

In return, I've found that many of my students actually care about me as well. They encourage me to try to quit smoking, worry about how much sleep I get while moonlighting at another job, share in the joys of stories of my daughter or my personal life... they understand that I have a life outside of school, and when I do mess up on something (either in or out of the classroom) they see a very human character. There's no room for sycophancy in my life, neither on the giving nor receiving end. Grades are earned and efforts are honest.

Finally, I realize most of life's lessons have very little to do with mathematics. By drawing on other life experiences I can more easily relate the problem-solving skills (and what we fondly call in class "coping skills") needed in day-to-day living. For the most part, despite my difficult tests and very high standards, I think my students are glad I am their teacher.