Teacher Profile: Marquita Baskin
Marquita Baskin is a math teacher at Camelot Excel Academy in Chicago. She has a Bachelor’s Degree in business and a certification in education with an emphasis in mathematics. She was born and raised in Chicago, Illinois. Before coming to Camelot she was a math teacher at an alternative high school for six years.
What drew you to become a math teacher, particularly at an alternative school like Camelot?
Before coming to Camelot, I came from a similar school where I taught students from 16 years – 22 years so I was familiar with an alternative high school. What drew me to becoming a math teacher was the fact I always enjoyed math but I simply used to struggle with it myself in high school. In college I had a teacher who was instrumental in my learning development who consistently helped me before and after school. This encouragement gave me the drive to teach and let my students know that “math anxiety” is not permanent.
Do you find that students believe they’re just “not good at math”? How do you combat that and increase engagement from your students?
Students don’t necessarily believe they are not good at math but are more so concerned with how they are learning it. In the beginning of the semester I asked the students where they felt their strengths or weaknesses were in mathematics. The students communicated to me where they needed improvement. That’s when I introduced the Jobs for the Future (JFF) Strategies to the students and demonstrated to them how they use math every day in their regular routine and once they made that connection math started to be absorbed.
How do you incorporate math skills that students can use at home in your class?
I like to start with the fundamentals of math and direct the students to look around them as they get ready for school. For instance, when you wake up the first thing you look at is the time. You’re then calculating how long it takes to get ready, get breakfast and then arrive at school. If students understand the basic elements like these at home it’s better for them to make a connection in the classroom.
How do you measure academic progression?
I look at what my students are able to do independently, collaboratively and within peer groups. I love data; it allows me to see where they are mathematically. I also use different assessments in the classroom through oral projects and math puzzles. Ultimately, these methods are used so the students can self-correct as well.
Some students like math games; do you find it helpful for your teaching method?
Yes, I utilize math games for my weekly assessments. As a teacher I’ve seen students learn much more while having them do math games.
What do you find most rewarding about teaching math at Camelot?
What I find most rewarding about being a teacher at Camelot is the opportunity to teach such extraordinary students. Teaching math at Camelot shows the determination and structure a student can achieve while in this comfortable learning environment.
