Jingchun Ye
(Phoebe)
Secondary Mathematics Teacher
Welcome! I'm Ms. Ye, a math educator who empowers students to become confident and independent thinkers. My teaching philosophy centers around active learning, real-world connections, and providing personalized support to ensure every student reaches their full potential in mathematics.
About Me
Grew up in a southern part of China, and it is my 4th year to come to the United States as an immigrant. I was admitted to Southern Methodist University, receiving a 75% tuition scholarship. Before that, I had already obtained a Master of Science in Data Analytics from Northeastern University.
Currently, I am honing my teaching skills as a Student Teacher at Anna High School, where I plan and deliver engaging Algebra I lessons, implement effective classroom management, and utilize technology to enhance student learning. My Experience also includes professional experience as a Data & Strategic Planning Analyst, where I demonstrated skills in strategic development, data management, and workflow optimization.
During my break time, I love doing yoga, listening to music, and walking outside. I love critical thinking, taking reflections, and planning for my life.
Why I Teach?
My journey to becoming a math teacher began in the challenging terrain of teenage math anxiety, further complicated by the limiting stereotype that girls are naturally less capable in the subject. The disappointment of poor grades and the casual dismissal I encountered ("it's just because you're a girl") ignited a powerful desire to understand: was this a genuine limitation or a societal construct?
Through dedicated effort and a focus on uncovering mathematical patterns and relationships, I eventually excelled, confidently passing my teacher certification and university math tests with high scores. This personal journey has given me a deep understanding of student confusion, and I am now eager to share my knowledge and passion, helping young minds discover the beauty and inherent interest within mathematics.
Teaching Philosophy
"Teaching one to fish is better than giving him a fish!"
Having navigated two different educational systems as an immigrant, I'm eager to leverage the best aspects of each as I begin my career as a teacher in the U.S. My experience in the tech industry has made me a strong advocate for integrating technology into the classroom to enhance student engagement.
Because I understand the struggles of learning math, I am committed to presenting material in accessible language that promotes a deeper understanding of mathematical principles. I will help students scaffold their knowledge.
I hope to inspire students to discover the joy of mathematics and to cultivate their abilities to independently apply and creatively expand upon what they've learned.
Classroom Management
Classroom Rules
- Respectful Interactions: Treat everyone with courtesy.
- Responsible Learning: Come prepared, complete work.
- Positive Environment: Minimize distractions, keep tidy.
- Follow Directions: Promptly and respectfully.
- Safety First: Adhere to safety protocols.
Procedure
- Entering Class: Enter quietly, begin promptly.
- During Instruction: Pay attention, raise hand to speak.
- Asking for Help: Approach at designated times.
- Submitting Assignments: Follow established methods.
- Leaving Class: Wait for dismissal, leave orderly.
Rewards
- Verbal Praise: Positive feedback for effort.
- Points-based system: redeem extra points for rewards.
- Privileges: Small perks for positive behavior.
- Extra Credit: Opportunities for added points.
- Recognition: Acknowledging student success.
Consequence
- Verbal Warning: Gentle reminder for minor issues.
- Loss of Privilege: Temporary removal of a perk.
- Parent Contact: Communication for recurring issues.
- Referral to Administration: For significant infractions.
Statement of Bullying
In our classroom, we are building a community based on respect, kindness, and understanding. Bullying, in any form, undermines this community and will not be tolerated. Bullying includes, but is not limited to, physical harm, verbal taunts, spreading rumors, cyberbullying, exclusion, and any behavior intended to intimidate, demean, or harm another person. Every student has the right to feel safe and valued here. If you experience or witness bullying, please report it to a teacher, counselor, or administrator immediately. Together, we can ensure our classroom remains a safe and positive learning environment for everyone.
Welcome School Letter
Classroom Seating Chart
Students can easily find their seats by referring to the numbers and letters on the seating chart. E.g., A1 will be the first top left seat. Teachers can easily monitor the condition of the students, and students have more chances to work in groups.
Student Work
Desmo Classroom Activity
*All names are randomly generated, not real names.
To solidify their understanding of the Algebra I STAAR test, students engage in a "Brain Dump," a review technique where they recall and jot down key concepts. This review paper encompasses all the essential attributes of the course. During unit test reviews, students encounter a variety of question formats, including fill-in-the-blank and multiple-choice. By analyzing student responses across these diverse question types, teachers gain a comprehensive understanding of their students' learning competency. I also embed the Desmo Classroom activity into my class, so students can also share their thoughts with classmates and teachers. The teacher can monitor students' progress and performance through the platform.
Certification
References
Cooperating teacher:
Algebra I teacher/Department Chair (Anna High School)
Amy Kelly
Amy.Kelly@annaisd.org
(614)-313-1569
University Professor:
Director of Graduate Studies
Dr. Karla del Rosal
karla@smu.edu
(469)866-4463
University Supervisor:
Field Supervisor
Dr. Melanie Price
mbprice@smu.edu
(214)-558-3456