Russell Morgan

Teacher Website: www.morganmath.com

Russell Morgan brings experience, enthusiasm, and creativity into the classroom. He earned his BA in Mathematics and M.Ed. from the University of California, Santa Barbara. He currently holds teaching credentials from both California and Idaho, and received an Associate of Arts from Ventura College. Russell has taught all levels of secondary mathematics (AP Calculus BC, AP Calculus AB, Trigonometry/Pre-Calculus, Algebra 2, Geometry, Algebra 1, and various levels of Pre-Algebra) and has years of teaching experience in public school, online, and at ArtsWest. He has served as the Mathematics Department Chair in public school and previously served as Academic Advisor at ArtsWest until stepping into the role of Assistant Director.

Philosophy

My ultimate goal as a teacher is to install a love for learning in my students so that they will be excited to learn outside of school and after receiving a diploma. I want my students to enjoy the same thirst for knowledge that I possess. A student with this passion becomes curious and aware of their surroundings. This student questions and analyzes, and develops a deeper understanding of ideas. The process of critical thinking becomes automatic. I believe creating this kind of mentality in students is the most challenging and rewarding part of teaching.
In my view, the first step towards getting students excited about learning and about mathematics is to demonstrate my own passion for these concepts. Modeling, or leading by example, is one of the best ways to teach.

Application is another important aspect students must see to facilitate the desire to learn. The material needs to have relevance to the students, an application to their life. If students do not believe they need to learn what I'm teaching, then what is motivating them to learn? A common question in math class is "When are we going to use this?" I eagerly await the opportunity to answer this question. I have seen it applied in music, auto mechanics, computer science, sports, and many other real-life situations. By connecting with these applications, I believe a person develops a deeper understanding.

Even if students find the material relevant to themselves, they must be given opportunities to learn it. Students will have a chance to make conjectures about new concepts, brainstorm possible solutions, work in groups, analyze peer suggestions, and explore individually. I will use instruction to guide them in the right direction but not limit their ability to discover and connect to the material in their own way.