Learning How to Become an Effective Teacher: Creating a Space to Belong

Qualitative observational research, interviews, and student samples explain the complex social structure in my math classroom and my effectiveness as a teacher. The ethnographic narrative will be divided into four major sections. The major sections are Part A, Part B, Part C, and Part D. Part A discusses how my personal and professional identity affect my performance in the classroom. Part B highlights action plans that support an English learner, a student with an IEP, and a student with a significant life experience. Part C explores how the demographics of the community and school site affect my classroom environment. Lastly, Part D presents my professional reflections and professional development plan. Together, these studies suggest skills needed to be an effective teacher involve more than expertise in mathematics. Effective teachers use critical self-analysis and their students’ funds of knowledge to create an inclusive and purposeful classroom. Keywords: identity, educator, social capital, purpose, effectiv