Good Experience in a Mathematics Class

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In the second year in my high school, I had a new mathematics teacher who was also new in my school and knew nothing or little about the students in our class. I was particularly weak in mathematics and everyone in my class knew it. I guess the whole school knew how poor I was as the previous teacher was good at making my weakness known to even those who never had any concern. I felt she had a particular liking in hating and found pleasure in embarrassing me. Mathematics classes were a nightmare. (S)

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The new teacher was tall, handsome and jovial and was eloquent as he introduced himself to the class and assured us that he was there to assist us to have the best grades possible. He looked different from the previous teacher in almost all aspects. First, he was a man and looked as if he would not celebrate someones failure but, the fact that it was a mathematics class never swept away my fears. (CC) I saw it as the same challenge with different players and scene. The class started immediately after the introduction, and he was more focused on teaching and making us understand than anything else. (ED) To my surprise, for the first time in my high school as much as I could remember, I found myself listening and concentrating in a mathematics class. He had a different approach to teaching, and he required someone to solve a problem after he taught.

Time to solve a problem in front of everyone in class came. He requested a volunteer to go ahead and do it on the whiteboard. Everyone in class except me had their hands up trying to get a chance to be the first to impress the new teacher. He looked around and noticed I had not raised my hand. Slowly he walked towards where I sat, held my hand and said that I will be the one to solve it. I wished if the earth would open up and swallow me. The other students laughed loudly and started shouting that I should do it. The positive reaction of the teacher in my defense from the embarrassment could not take away the fear because he still insisted I must solve it though he was angered by the scornful noised made by the students. (CX)

As I walked towards the whiteboard, I felt as if I was leaving behind wet marks on the floor because I was sweating. The teacher kept on encouraging me and made the students keep quiet and give me time to solve the problem. I started solving the problem though I was not explaining what I was doing. The class was silent such that one would hear a pin drop. It did not trouble me to remember the steps that the teacher had shown us. When I was finishing, the teacher was amazed, and he congratulated me as I had gotten it right. The other students in the class were shocked, and they clapped for me. (C) The teacher requested me to explain the steps that I had taken to come up with the final answer. I did not have the energy to do it, and I was like someone who had lost their voice. He did not find it hard to understand me and had many positive words for me. He tipped that I will be one of the best in his mathematics classes, and I should always remain confident and courageous.

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