WeAreWellington丨Meet our Educators

Kathryn：I was attracted to Wellington College International Tianjin because of its excellent reputation and its focus on developing students as well rounded, principled individuals. I was impressed by Wellington’s commitment to both academic excellence and inclusivity. I also like that Wellington is part of a family of schools because it gives both students and staff opportunities for collaboration and sharing ideas.

Kathryn：As a student, I loved the thrill when I finally managed to solve a challenging problem and that led me to want to further challenge myself. At A-Level I loved how calculus can help model our world and wanted to learn more, which led me to study mathematics at university. It always intrigues me that something that is so abstract on the surface is also so practical. I wouldn’t say I have a favourite problem per se because I have had many favourite problems which sometimes, in the middle of working out a solution, were my least favourite problems ever!

Kathryn：For me, the best moments in teaching are when students grasp something they have previously found challenging. It is always a wonderful thing to see them developing understanding and confidence. My greatest achievements are students who at the start of the school year don’t enjoy maths and don’t believe they are any good at it and finish the year having enjoyed their learning and seeing themselves as capable mathematicians. 

In my previous school I led our school’s Charity Committee, where students would raise money for our school’s chosen charities and plan and hold events such as our annual Christmas party for hundreds of refugees. As well as developing their confidence, leadership and organisational skills, it was always deeply satisfying to see students’ personal development as they learned about the issues faced by others and how to ethically become part of the solution. 

Kathryn：My first priority is to get to know my students and ensure they find learning mathematics enjoyable. I like to plan a variety of different activities within lessons so that students are engaged and motivated. Fostering a supportive culture where students can develop perseverance is especially important. For me, it is crucial that students find their classroom to be a safe environment within which they can make mistakes – and learn from them! 

This year is ‘The Year of the Spoken Word’ at Wellington. Strong literacy skills are vital to succeeding in mathematics, especially at GCSE and A-Level. I will be focusing on ensuring students fully understand mathematical vocabulary and how these words can differ in meaning from everyday English. Discussion is one of the most important elements of learning. It can help students fully understand new concepts and bring to light misconceptions. As such, I will also be ensuring students have many opportunities to discuss mathematics with their peers.

My final priority will be to help my students develop independence within learning. Students who can assess their own strengths and areas for improvement, and are able to set realistic, focused learning goals become the most successful achievers. As teachers, it is our role to equip students with these skills so that by the time they reach A-Level and university they have within them all they need to thrive. 

Kathryn：For me, confidence and enjoyment are the key to students becoming strong mathematicians. All students will struggle in mathematics at different times over the course of their learning, but every student can improve their understanding. Students often compare themselves to their peers and this can damage their self-esteem so knowing they’re not the only ones to have found mathematics challenging can be helpful. 

The first thing parents should do is make sure their child’s teacher is aware of their worries and together they can work out how to help. Mathematical knowledge builds on itself like a pyramid so if a student is missing a few key ‘bricks’ they are trying to add new learning on top of shaky foundations and will inevitably find it difficult. As such, diagnosing the missing gaps in knowledge or skills will help students succeed. Lots of practice will help, although it is vital that students don’t become overwhelmed and begin to dislike studying. ‘Little but often’ is the best way. 

Above all, students need to feel supported by their parents and teachers, know that we have confidence in them and that we are proud of them for their perseverance. 

For students who excel in mathematics, it is often very tempting to study ahead of their peers but delving deeper into topics is often more helpful. Solving a wide variety of problems in different contexts will expand their understanding. Competitions such as UKMT and SEAMC are a great opportunity to meet with like-minded peers and enjoy doing maths together. Solving the very challenging problems and puzzles these organisations produce can be fun and help students apply their knowledge in new ways. Older students may enjoy a career in a mathematics related field. They should identify their favourite parts of mathematics and research into university courses and potential professions to find a good match for their skills and passion. 

Kathryn：I love travelling and exploring new places – I am really looking forward to learning more about China! I also love reading, cooking and hiking. Now I am living in Tianjin, I am planning to start learning Mandarin.