Supporting LGBTQ+ Shouldn’t Be Political

Supporting LGBTQ+ Shouldn’t Be Political

It’s Pride Month, and I was recently reminded that sharing kind words and the LGBTQ+ flag is a political statement. This reminder came from a “homophobic” individual who was withdrawing their support from organizations advocating for LGBTQ+ rights.

Personally, I’ve never liked the word “homophobic”. While it does apply to some people who legitimately don’t understand homosexuality, we often use it to describe people who hate LGBTQ+ people.

Hatred is not the same as fear.

I shook my head at this comment, and I thought about the off-handed joke by Marc Maron that somehow hating Jews is considered a political topic. Again, it’s simply discrimination; bigotry.

Bigotry isn’t the same as politics.

That being said, I do become annoyed when a company changes its logo to rainbow in June as a sign of solidarity, when in fact it’s only a sign of capitalism. (One education unicorn did this last year–although not this year–and I was irritated every time I logged onto the site.) From fast food restaurants to retail stores, and everything in between, corporations often feel they can turn a greater profit if they change a symbol for 30 days, as if that is enough to claim it supports an entire demographic.

Patronizing isn’t the same as solidarity.

When MyCoolClass members share a flag or make a statement in support of the LGBTQ+ community, it’s not meant to be political. It’s simply humans supporting each other in a world that can be discriminatory, hateful, and cruel.

So, let me share some thoughts and examples of cruelty–and my hope for the future.

Bullying of LGBTQ+ Youth

I grew up in an area in the US in which some people were incredibly supportive of the LGBTQ+ youth, and others thought they should be beaten or killed. It was typically one extreme or the other. Even being friends with gay kids was enough to make you a target for bullying.

According to Human Rights Watch, “...at least sixty-nine countries have national laws criminalizing same-sex relations between consenting adults. In addition, at least nine countries have national laws criminalizing forms of gender expression that target transgender and gender nonconforming people.” So, taking a global view, my teenage years were mild, and I don’t want to misrepresent the severity in a larger sense.

That being said, when Americans think of “bullying,” they often think of the insults and rumors cruel kids use, whether in-person or via cyberspace. And for the record, words and rumors kill. In 2019, the University of Southern Maine published a paper detailing the link between bullying and suicide in LGBTQ+ youth, and they specifically cited Jamey Rodemeyer, one of the most famous examples.

In fact, in 2015, the National Center for Transgender Equality conducted a survey of trans Americans, and the report they released in 2016 is literally nauseating. Among the most notable statistics: 40% of survey respondents reported attempting suicide at least once. (If you haven’t read it, it’s an enlightening and difficult read. If you identify as trans/nonbinary, consider completing the new survey being released later this year.)

So, my constant defense and support of LGBTQ+ friends resulted in plenty of bullying, but it was mild compared to the bullying experienced by my friends who had taken the enormous risk to come out during high school. One sophomore was nearly sexually assaulted in broad daylight when he had stopped at a gas station. Another student was beaten and disowned by his father. Neither of those incidents were reported to police; it was simply considered part of the experience of being a gay high schooler.

When someone tells me sharing a flag is a political statement, those are the stories I remember first. Hating LGBTQ+ individuals is accepting that the consequences of that hate are justified.

Personal Experience as a Teacher

When I was still teaching in-person, one year I taught a student who was openly gay. The bullying was covert, but it was still bullying. Racism was emerging with students simultaneously, although unrelated. To address this, I gave a 20-minute lesson about bigotry in general.

I tried to impress upon students that they almost certainly knew someone who was LGBTQ+, and by saying hurtful things, they were not providing a safe space for their friends to be open with them about their identity and feelings. This was particularly helpful for students who really weren’t biased but said terrible things to follow the trend.

However, this had no effect on kids who were proud of their bigotry. Trying a different tactic, I told the horrific story of Matthew Shepard’s murder. And then something happened that I could have never predicted.

A student clapped.

Honestly, I don’t remember the exact words I used to stop him. I remember they were harsh while avoiding profanity, but I was so in shock–and so many students were in shock–that I didn’t really know how to respond.

To make matters worse, after hearing about my speech, the kid’s family approved of his actions and was horrified that I had tried to “convert” their son to accepting gay people. I’ll skip the remainder of that story.

Later that week, a staff member pulled me aside. She’d never talked to me about her social views, so I didn’t know she was an ally until that conversation. “I don’t know how to be around him,” she told me. Being in the same room with him upset her; for the first few hours, it was anger, but now it had morphed into despondency, just as it had for me.

It was a true heartbreak shared between two kid-focused adults who wanted to teach students and help raise kids who would be healthy, successful, compassionate adults. If Matthew Shepard’s story doesn’t make you feel compassion, I’m not sure anything will.

We felt bad for him, that this was the person he was choosing to become, and we felt bad for the kids around him, who would likely be bullied at some point. We could only hope that he would have an experience (maybe his best friend coming out) that would change his mind, and make sure he didn’t bully anyone in our presence.

I don’t know what happened to that student, but I think of him every time I’m verbally assaulted by someone who hates a company, organization, or person who is an ally to the LGBTQ+ community.

And Yet We Hope

Despite the dark experiences and statistics, I have faith that things will improve. Homosexuality isn’t a disorder listed in the DSM anymore. The Matthew Shepard and James Byrd Jr. Hate Crimes Prevention Act became a US law in 2009. This month, gay marriage will have been legal in the US for 7 years. Between 2019 and 2021, Taiwan, Ecuador, Costa Rica, Switzerland, and Chile legalized gay marriage, too.

Online education provides a safe space for bullied kids, including LGBTQ+ students. I estimate 10% of my students are victims of severe bullying. Sometimes, I teach those kids for a few weeks while their families look for a better school; sometimes I teach them for years because they’re permanently homeschooled. MyCoolClass provides a safe space for those students; I’ve never had students bully one another in my classes. Not once.

One day, the guy who pulls his support from organizations that advocate for LGBTQ+ rights will be the minority, and people will roll their eyes at his ignorance. One day, the bullies of LGBTQ+ youth will be ostracized or receive appropriate consequences. One day, the countries who ban homosexuality will be the exception.

These aren’t political statements; they’re belief in a greater good.

MyCoolClass isn’t changing its logo to patronize or gain capital. It’s simply acknowledging that LGBTQ+ people are people.

Love and support shouldn’t be political.

Bilingual Babies: Early Childhood Exposure to Language Learning

Bilingual Babies: Early Childhood Exposure to Language Learning

Most parents know that learning a second language is beneficial for children. But studies show that the normal brain development of babies and toddlers makes this an ideal time for them to be exposed to another language. Here is why children who are often thought to be too young to learn a second language benefit from being exposed to an additional language.

Research published by Cornell shows that the immersion method of language learning is effective at any age, it is more effective with very young children. Children who learn a second language under the age of five use the same parts of their brain as to learn their native language. This means that speaking their second language feels more natural to them.

Other studies have demonstrated that children who learn a second language at a young age have better concentration and problem-solving skills.

Of course, this all needs to be understood within its wider context. Yes, learning a second language is excellent for young children, but so is reading in their first language, creative play, playing outside, cooking, and many other things that busy parents of preschoolers won’t have unlimited time to do with their children. The good news is that children benefit from even relatively little exposure to a second language.

Another study states that exposure to a second language for one hour a day in infancy could make it much easier for the child to become bilingual later on. Obviously, a baby is not going to speak the second language for that full hour, they only need to hear that language. While it is best if they hear the language from a person, listening to music or audio books will also help their language development.

Although a baby is obviously too young to be taking language classes, taking a few classes yourself will equip you to speak to your child about animals, colours, and their toys in the language you’d like them to learn. Doing this consistently will set them up for success when they do start taking language lessons, even if you never become fluent yourself.

Teaching Diversity is Imperative (Part One)

Teaching Diversity is Imperative (Part One)

One of the great benefits of being a self-employed educator is being able to create individualized curricula. Some teachers use standard materials, some exchange resources with other teachers, and some create all the materials from scratch. As long as the curriculum is high quality, the method of acquisition is moot.

However, ELA teachers–and any teacher who incorporates literature into their lessons–must decide what to prioritize in their text and assignment selections. These decisions can result in enormous anxiety and debate, both with the teacher themself, families, administrators, and other teachers. Despite the potential backlash, we as educators must choose to teach diversity to prepare students to make compassionate decisions in their adulthood.

Saying “No” to the Classics

If you are attempting to teach texts based on a Western education, you’re likely to be pushed to teach the “classics”. Some of these texts are “classics” in the traditional sense (e.g. Homer and Shakespeare), some are more modern (e.g. Fitzgerald and Austen), and some are the books that will likely be given that honor this century (e.g. L’Engle and Morrison). The largest problem teaching these books is the lack of diversity. Gabriel García Márquez, Toni Morrison, and Amy Tan appear on these lists, but most authors are White men from the United States and Western Europe.

Parents argue that those books are what help students succeed on the AP Literature exam, college admissions, freshman English composition, and world literature. It’s hard to dismiss that argument; if a student wants to enroll in a Western university, having some knowledge of those texts is likely to help. However, if that’s the argument, here is the rebuttal: Then what?

What happens after the English composition and world literature classes are finished? Will reading “The Great Gatsby” help students love their chosen career? Will studying “War and Peace” make them better parents? Will dissecting “Great Expectations” make them healthy, compassionate adults?

In most cases, the answer is, “No, probably not.”

There’s nothing wrong with students reading these books. If a student wants to read Hemmingway in the summer or on the weekends, that’s fine; I’m thrilled when a student is reading anything. However, should teachers spend precious class time teaching these texts?

No, probably not.

Saying “Yes” to Diversity

I spent months designing my fall curriculum. Even books that I love to read and teach were moved to summer to make way for greater diversity and lessons I felt students could genuinely use. Mary Louisa Alcott’s “Little Women” was replaced by Linda Sue Park’s “A Long Walk to Water,” and Ann Braden’s “The Benefits of Being an Octopus” was replaced with “Listen, Slowly” by Thanhhà Lại.

“Little Women” is fun to teach, and Braden’s book deepens students’ empathy and understanding of peers in difficult situations; in fact, Braden’s novel will remain one of my favorite middle grade books. Nevertheless, Park and Lại wrote stories that create intense discussions, widen perspectives, and will likely stay with students long after we’ve moved to a new unit.

Linda Sue Park is a Korean-American author best known for “A Long Walk to Water,” although she has plenty of other award-winning books. Thanhhà Lại is a Vietnamese-born American author best known for “Inside Out & Back Again,” but her three other books are also highly acclaimed. Both authors write beautiful stories worthy of their success and awards.

The rubric I used to choose these and other texts is a subject for another post. For now, I would like to explain why Thanhhà Lại is a perfect example of an author worthy of precious classroom time.

Listen, Slowly

First, “Listen, Slowly” begins when a Vietnamese-American girl has just finished sixth grade and is blind sighted by her parents when they announce the family will be spending the summer in Vietnam. My seventh graders, just returning from summer break, will be able to relate to this story, at least in part, creating a smoother transition.

Second, the book takes a close look at how we define our identity. Tweens and teens are having these inner monologues already, but the choices they make in the next few years help mold them into the people they will be in adulthood. “Who am I?” and “Who do I want to be?” are questions worth exploring in fiction to help students explore those questions in real life.

Third, the creative writing has an informal style that will resonate well with its intended audience, allowing us to discuss word choice, sentence structure, and all the other difficult English concepts teachers love to explain.

In short, the book is well-written, relatable, and thought-provoking. That could be enough of a reason to teach a book. However, Lại’s life story and accomplishments add another layer, which persuaded me to keep it at the top of the list.

Teachable Lives; Teachable Moments

If I’m honest, my text selection really boils down to me looking for as many “teachable moments” as I can cram into a semester. How many lessons can I turn into advice (without sounding like advice)? How many times can students leave class thinking about something we discussed? “Listen, Slowly” will increase those teachable moments exponentially.

Often, teachers give students information about the author of a book because that’s what we’re supposed to do as a “pre-reading” activity. However, students rarely care when and where an author was born, where they went to college, or what job they had before they published their first book. These facts don’t enhance the story for them; it’s basically the same as learning information about a complete stranger. I try to find a more engaging way to introduce this material–usually after we have started the book.

I won’t need to do that with Lại.

First, Lại’s family fled Vietnam in 1975, shortly after the end of the Vietnam War. Her childhood and adolescence allow us to discuss the Vietnam War (about which students know very little at that age), immigration, and the refugee crisis. It builds empathy, tolerance, and humility.

Second, Lại struggled to learn English properly, and she wrote a scholarly article entitled “From Awkward to Still Awkward, but More Chill” detailing the challenges she faced in learning the language. She tells a story about being exiled from AP English and discusses how one can’t use logic to write English properly. The article is humorous and captivating, and I know my students–especially multilingual students–will appreciate this personal story.

Her experience provides us with the opportunity to talk about the difficulties of English grammar, syntax, and mechanics, and I hope that it will instill optimism. After all, a student who struggled for years to understand the complexities of English became a bestselling author; my students can overcome those difficulties, too.

Third, Lại founded Viet Kids Inc, a nonprofit organization that provides bicycles to Vietnamese students who often walk four hours each day to receive their education. Biking to or from a school can cut a 2-hour commute to a 30-minute trip, giving students more energy to concentrate on learning. Additionally, the nonprofit provides tuition, uniforms, and rice to students; my American students often do not realize that the necessities of education are not available to everyone.

This information allows us to gain a sense of community and interdependence, foster kindness, and learn humility. Additionally, we can tie this noble organization to the information about the Vietnamese culture included in the book.

Students may not remember all of the facts. The story of being kicked out of AP English and the exact name of the nonprofit may escape them. However, the lessons they will learn and the positive character traits they will develop thanks to the book and the author’s story will be with them much longer–and I will feel proud of those teachable moments.

Positive Character Outweighs Classic Knowledge

I do feel it is my responsibility to help prepare students for university, and I’m not sure that “Listen, Slowly” will ever be on the AP Literature test or discussed in a college English class. However, more importantly, it is my responsibility to help prepare them for adulthood–in whatever form that takes for them.

Reading Baum and Dickens is unlikely to help students when they’re facing their biggest decisions.

But the information they discussed while reading Lại just might.

To Inspire Learning, Read to a Child

To Inspire Learning, Read to a Child

As a child, there were few things I loved more than listening to an adult read. Whether I was curled up next to a family member or sitting in a circle in front of a teacher, hearing stories captivated me. No adult reads exactly the same way. Some read slower, some showed the pictures longer, and some asked more questions. Rapt with attention, I noticed all of the differences, but enjoyed them equally. When I began teaching, I found one of the most helpful techniques to inspire learning was to read aloud to my students, and it ultimately changed their lives.

March 19th is International Read to Me Day, so I would like to discuss just how vital that concept is in a child’s education.

Younger Children Engage

Perhaps the “read to me” idea is best known to inspire learning for the youngest children. Parents use it to soothe their kids to sleep, and early education educators use it to teach. Often, we think of the iPad or similar tablet to keep children entertained with moving colors and silly voices, but an adult reading a story can be just as engrossing. The child is able to picture the story, analyze the illustrations, and ask questions.

Several years ago, I met Katherine, a college student working part-time at a daycare center in the afternoons. Despite barely making minimum wage, she drove to the local library every day after work and carefully selected five or six books. The next day, she would come into the room of four-year-olds just after they had awoken from their naps. She would help serve snacks, watch the kids on the playground, and then sit on the alphabet rug. Often without even being asked, the students would join her in a semi-circle and stare at her, ready to hear the latest books.

She was a natural speaker, and she would read as long as the students would stay engaged. Most of the time, that meant that she read all of the books she had selected. We think of four-year-olds as having short attention spans, but those kids could sit nearly an hour and share their (often hilarious) insights into the books.

Any unread books would be held until the following day, when she returned with the next stack. If kids had become fascinated with marine animals, pollution, artists, or any other topic, suddenly Katherine’s books were all about those interests–similar to Reggio Emelia teaching. “They love it,” she told me once. “We probably read 25 or 30 books a week.”

The kids gave her fixed attention to listen to nearly 30 books every week!

Many of the students had parents with long, highly demanding jobs, and they were at the school for at least 60 hours each week. I suspected that many (though certainly not all) did not have someone available to read nightly stories, and Katherine fulfilled a need they only subconsciously knew they had.

Teachers, especially early childhood educators, know the importance of reading aloud to students. Asking them questions, letting kids share their opinions, and subtly testing reading comprehension are all part of teaching literacy.

Reading Aloud Teaches Reading Alone

Nearly 15 years ago, I worked with a student who was severely academically behind. Technically in middle school, she had never been taught to read. Other teachers used flashcards, phonics games, and other common tried-and-true tools. Unfortunately, that only frustrated her more, and she especially hated the pity that seemed to come with those methods.

So, instead, I started reading to her. We bought two copies of Beverly Cleary’s Ramona series, then Judy Blume’s Fudge series, then dozens of Magic Tree House books. We would sit on a couch or on bean bag chairs, each with a copy of the book in front of us, and I would read to her. Occasionally, I would quickly clarify words I knew she didn’t understand, but I always continued the story immediately.

We did this roughly seven hours each week; even for the most avid readers, seven hours is a long time to commit to reading. However, to us, it was a magical time. Away from the distractions of preteen drama, critical adults, and the daily hassles, we were lost in a world of curious kids’ shenanigans and their exasperated siblings.

Approximately one year into our lessons, she began telling me about books she was reading that were well above the level we were reading together. I was hesitant at first, and I wondered if she had simply read the back of the books or heard the stories from classmates, but (thankfully) I was soon proven wrong. She had picked up books at the school library and was reading them by herself.

After two years of reading with me, she was nearly at grade level. Just as importantly, she loved reading; I had not removed the joy by forcing her to sound out words she didn’t know or asking her to read aloud with other students. She carried a book everywhere she went and read significantly more than her peers. Ultimately, she enrolled in university, and now as an adult, she reads to her own children.

Simply reading to a struggling student can make a tremendous difference in their future and inspire learning. Whether they are four or fourteen, listening to someone read can be life changing.

It Even Captivates the Cool Kids

Not long after that adventure, I taught a six-week summer literacy program to at-risk teenagers. They completed hands-on projects and short journaling assignments related to The Giver and Flowers for Algernon.

It was summer, and I knew most kids would rather be anywhere else, and thus would not read on their own. Other professionals suggested they take turns reading aloud, but I could imagine the embarrassment they would feel–especially with those books. Instead, we bought a CD audio book of each text and a paperback copy for every student. Each day, they listened to several chapters of a book, reading it to themselves simultaneously. Then, they worked with their friends to develop a utopia and build a rat maze.

Reading comprehension and writing complexity increased after those six weeks, and no student had been disruptive while listening to the chapters. Outside with their friends–and even other adults–they might say they were bored or that they hated books, but I knew the truth. Even if they disliked being in a classroom in the middle of summer, they loved the speaker’s hypnotizing voice allowing quiet time between the constant plans and demands of their summer schedules.

Whether it is adults reading aloud or a professional speaker clearly enunciating in an audio book, listening to stories can help students with learning differences or those that claim they’re “too cool” to have someone read to them. It removes the pressure and potential embarrassment, whilst still teaching the sounds and subtleties of a language.

MyCoolClass Teachers Read Aloud, Too

Although parents often think of language curriculum as academic, story time teachers are just as important. They provide an excellent way to teach the basics of language, gently test reading comprehension, and prepare students to read independently to inspire learning. Plus, story time classes are engaging and fun!

There are many teachers on MyCoolClass who offer virtual story time sessions to kids around the world and inspire learning. Typically, with extensive experience in early childhood education or special education, these teachers can make stories come to life and capture children’s imaginations. Additionally, with global teachers and global students, children are likely to have an experience unlike those they may have with their families or local friends.

If you are trying to instill a love of reading, want to build literacy skills faster, or simply need 25 minutes to finish the laundry (we’ve all been there!), consider enrolling your learner in a one-time or continuous story time class. It’s likely to be an experience they won’t soon forget.

After all, International Read to Me Day exists for a reason. Truly, any child can be mesmerized by an incredible story being read by someone who loves reading to them.

The Best Math Teachers Love to Teach

The Best Math Teachers Love to Teach

In elementary school, I excelled at math. I was the kid who could complete multiplication in my head, and I was fascinated by numbers. Math was a puzzle, and I wanted to solve it. 

Then I hit middle school, and suddenly I was terrible at math. My fifth, sixth, and seventh grade math teachers were curt and annoyed by my wrong answers.

Yet, pre-algebra in eighth grade felt fairly easy. I struggled again in Algebra I but aced Algebra II.

And it was about the time I was earning high marks in Algebra II that I realized the difference: the teachers.

In honor of International Mathematics Day, better known as Pi Day, I’d like to take a moment to talk about the great teachers who make the future of STEM possible.

A Personal Example

One random day in eighth grade, my teacher was calling students to the board to complete math problems–perhaps a teenager’s greatest fear. Nevertheless, when she called me, I kept my cool, walked to the board, and said, “Okay, so the answer is obviously [long answer about triangles], so all you have to do is work back from there.”

I then proceeded to complete the problem in reverse, using the dry erase board from right to left and confidently explaining my logic. Within a minute, there were labeled diagrams, scribbled numbers, and a seesaw analogy. When I looked back at the class, eyes were glazed, and mouths were open. Pencils hung limply between fingers, never touching the paper.

My teacher, looking both dumbfounded and disoriented, stood, walked to the board, and praised me. After I sat down, she said, “Okay, forget everything she just said,” and erased my detailed diagrams. “Here’s how most of you will do it.”

Her answer seemed needlessly complicated to me, but the rest of the class quickly scribbled it in their notebooks, nodding the entire time. She glanced at me several times, as did a few of the students, and I knew she and I were sharing a thought: I completed math problems differently. That revelation made my life easier, even when I would struggle later. Her kindness and flexibility during that year made math fun, and I liked working hard to make her proud.

A decade later during an English lesson, my exasperated student snidely asked me to answer a ridiculous division question, and I did. She punched it into her calculator, then stared at me with the same look as those eighth graders. She asked me how I figured it out, but I couldn’t tell her. In the random moments when my brain works that way, I am incapable of explaining it to someone else.

That is one of the many reasons I am not a math teacher.

They Teach the Practicality of Math

Very early into Algebra II, my teacher admitted that most students would not use algebra in their everyday lives. “But some of you will,” he said. “And most of you will need it for college. And all of you need it to graduate high school. So, I don’t ever want to hear that you won’t need algebra. You need it now.” I never heard anyone use that excuse for the rest of the year.

Although he still occasionally taught the “trains leaving” cliché or the applicability to roller coasters (which was a popular word problem for some reason), he tried to teach the practical applications, too. He knew plenty of his students likely had future careers as carpenters, mechanics, and welders, who would need the concepts he taught. Additionally, at least three classmates became professors of engineering and applied sciences.

The best math teachers help students understand how the lessons could apply to real life. If you want your child (or yourself) to better grasp the principles of mathematics, look for teachers who relate them to the real world.

They’re Flexible, Too

The Common Core State Standards Initiative was created in 2010 to standardize learning in the United States. It applies to all grades, and I have never met a teacher who liked it. Many legislators like the idea, and some administrators agree. Nevertheless, teachers often hate the rigidity and the “teach to the test” approach in which they are forced to instruct.

Although some schools have relaxed, one of the biggest complaints of parents is that students are forced to use a specific method to find the correct answer. If you found the right answer, but you didn’t use the correct steps, you still missed the question. Stories emerged of neurodivergent students crying during homework, as they were unable to replicate the exact method, despite knowing the answer.

The best math teachers can give endless examples, explain a problem from multiple angles, and teach the “why” as well as the “how”. The teachers who had to look at the textbook for examples became easily exasperated with me (and other students); conversely, the teachers who could create new examples without a guide were patient with us.

The best math teachers allow flexibility in the process. Whether the student performs the exact steps is irrelevant; the most important lesson is that they develop a method that helps them understand the concepts and replicate them in the future. Finding a teacher who accepts different methods of proof will make learning mathematics easier and more enjoyable.

And They Make Math Fun

This may be the most difficult task for any teacher, but especially math teachers. How do you take a subject that is often considered rigid and boring and make it fun? How do you help the creative students who struggle with standardized processes or the logical students who struggle with variables? And how do you teach both of those groups simultaneously?

Although the standard may still be rote learning with some complex thinking in the later grades, great teachers find a way to make math class interesting. I am unsure if I have ever been as interested in math as I was in third grade when the class worked collectively to learn multiplication tables in an effort to win an ice cream party. Also, my sixth-grade teacher taught basic geometry by turning her students into city planners who designed parks on graph paper. From building with pattern blocks to completing complex art projects, I have watched students learn significantly more math than would have been possible by reading the textbook.

Great Math Teachers Teach on MyCoolClass

Whether your child is struggling with basic fundamentals, or you are studying for your final in macroeconomics, MyCoolClass has teachers who can help. These teachers often have a mix of teaching and real-world experience. Many of them have taught for several years in primary or secondary classrooms. Some of them are retired professors, and others are working mathematicians and scientists who enjoy teaching as a hobby.

Often, these self-employed online teachers have the qualities I described. They are able to apply their subject to real situations, provide a flexible curriculum, and make learning enjoyable. Feel free to browse the listings, contact the teachers directly, or even schedule a demo lesson to help you choose the right teacher for you.

A Quick Thank You to the Best Math Teachers

Thank you to all the great mathematics educators teaching future scientists, engineers, accountants, and all the jobs that require a solid math foundation. Your work is appreciated, especially by those of us incapable of teaching the concepts.

Happy Pi Day!

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