Reshma Email has been an educator for 19 years and is currently a Maths teacher at Bannockburn High School in Stirling. After taking part in The Future We Want, we asked Reshma about how the programme impacted her professional practice.
What is your name, job title and where do you work?
Reshma Esmail, Class teacher, Bannockburn High School, Stirling
How long have you been teaching maths?
19 years
What made you want to become a maths teacher? What did that journey look like for you?
I have wanted to be a teacher since I was in Primary School – from about the age of 13 in secondary school I wanted to specialise in maths (and geography). I did my A’Levels, then went on to do a degree in maths and geography, then a masters in environmental management , then my teacher training.
What made you want to get involved in this project?
I am always trying to find ways of showing pupils how maths is used in the real world and I felt that this course would provide me with more opportunities to do that.
What was your understanding of Global Citizenship before the project? How did you feel about it as an approach for the maths classroom?
I am aware of it as part of my geography teaching background but before the project I didn’t think it had an approach in the maths classroom. However, once I have looked at the activities and tasks, I feel that it is something that has been a small part of my practise. The project has provided me with a structured way in which to deliver it.
What did you do / try out in the classroom as a result of the project? How did your learners respond?
I did the powerpoints as small one off tasks (eg calculating wheat/ rice production to feed the population). I also spent lessons on looking at ‘what is mathematics? – the nature of mathemtaics 1’ which was a good way to get pupils to THINK about what maths is and be a bit philosophical. I also did ‘making a change 1’ activity which, again, got pupils to think about the maths behind statements. (This links nicely to a podcast I listen to via BBC Sounds called ‘More or Less’)
After taking part in the project, how confident do you feel about taking a Global Citizenship approach to maths teaching?
I think aspects of global citizenship have always been a part of my teaching but in an informal way. Now, I can deliver it feeling that I have more knowledge to justify why I am doing it – and also how it fits in with other aspects of teaching such as Learning for Sustainability. I definitely prefer the activities which are about encouraging deep thinking or the ones that have a geography aspect to them. I feel I would struggle to deliver the activities that are modern studies based – eg the voting activity – because I don’t feel confident delivering these topics because I lack knowledge about them.
What did you get out of the project that you’ll take back to the classroom?
A bank of resources that we can use as a faculty with pupils on a regular basis.
How would you describe the project in three words?
Interesting, reassuring and collaborative.
Would you recommend this project to other maths teachers in Scotland? If yes, why?
Yes, especially with Learning for Sustainability being embedded in the curriculum or for teachers looking to work with other departments to produce integrated lessons in BGE.
We are currently recruiting for the 2022/23 session after a successful first round of the project. Find out more.
