All things Maths with Jess

In this inspiring episode, I sit down with Jess, an experienced and passionate maths teacher, to unpack her 13-year journey in education. From helping out in her mum’s primary school classrooms to now leading the junior maths program at a large Auckland secondary school, Jess offers valuable insights into her evolution as an educator. 

She shares how her background in science eventually led her to teaching, and how an unexpected practicum experience accelerated her development. We delve into the challenges and rewards of curriculum leadership, her approach to supporting students with maths anxiety, and the importance of building a confident, inclusive classroom culture. Jess also reflects on the power of mentorship, the benefits of collaboration, and why she believes progress should be celebrated just as much as performance. 

Whether you’re a teacher, parent, or just someone curious about what really goes on behind the classroom door, this episode is packed with relatable stories, practical wisdom, and a whole lot of heart.

Hosted by Debbie Ross
Find us on Instagram & Facebook: @nurturingeducators

For more information, guest recommendations, and sponsorship opportunities 
or to chat, please email: nurturingeducators@gmail.com or visit  www.nurturingeducators.co.nz

Thanks for listening! 

Transcript

 Debbie: Hi, everyone. Today we are talking all things maths. We're chatting with my wonderful friend and colleague Jess, an experienced math teacher who I've taught with for about six years now. We're part of the Floral B’s, a group of teachers from different departments who love catching up over lunches concerts, and plenty of teacher chat. We'll be talking about learning strategies for students, resources that work, problem solving skills, and the real challenges and rewards of the profession. Stay tuned. You're bound to pick up something inspiring and useful from today's guest. 

Debbie:Welcome, Jess! 

Jess: Thank you for having me. 

Debbie: Exciting! So, would you like to tell us a little bit about yourself before we get into it? 

Jess: Ok! I'm a maths teacher, and this is my 13th year of teaching. I've worked in two different schools, in Auckland. 

Debbie: Oh, very cool. And what made you decide to become a teacher? 

Jess: I think I always had teaching in the back of my mind,  it just felt like something I’d do eventually, though I didn’t expect it to be straightaway. My mum worked as a teacher aide in various primary schools, and during the school holidays or uni breaks, I’d go in and help out. I just loved working with the kids. 

I ended up doing a science degree first and even did an honours year, thinking I might go into medical statistics side of things. But then I decided, you know what, I want to become a teacher so I completed the graduate diploma and haven’t looked back. 

Debbie: Amazing! So, have you taught both science and maths? 

Jess: No, I only got trained in maths. I did want to do science as well, but when I applied, they told me I had to choose a junior and senior subject. I suggested junior science and senior maths, but they said, “We need maths teachers, we need you for both levels!” I’m glad I did, as maths is a real passion of mine. 

Debbie: So where did you do your teacher training? 

Jess: At Auckland University. I did the one-year graduate diploma, at the Epsom Campus. 

Debbie: So was that the one year one? And how many placements did that involve? 

Jess: We had two placements. We started with a one-week observation, then went back to uni for a bit, and then had six weeks at a school. We did that twice. 

Debbie: How did you find that experience? Especially for people considering teacher training? 

Jess: That’s where you really learn the most. Some students in my cohort dropped out after the first couple of weeks of placement because they realised teaching wasn’t for them. 

I was definitely thrown in the deep end, my associate teacher went on paternity leave early on, and just said to the school, Jess can take over the classes. There was a reliever in the room, but I basically ran everything. It was huge learning, but so valuable. 

Debbie: Wow, definitely a big learning curve! Do you take student teachers now? 

Jess: Yes, I’ve had a few over the years, three, I think. I haven’t taken one this year though, as there’s been a lot of curriculum change and new planning for Year 7 and 8. But we did have a student teacher from TTI come in for a two-week placement. He’s based at Auckland Grammar for the year and visits other schools briefly. Maybe next year, we will see. 

Debbie: It’s nice to give back, but you do need the time to support them properly. 

Jess: Exactly. You have to be able to do it well. 

Debbie: So what are your current responsibilities at school? 

Jess: This year I’m in charge of the junior maths program, so Years 7 to 10. That involves writing unit plans, assessments, marking schedules, setting boundaries, and coordinating it all with staff. 

Debbie: That’s a huge job! 

Jess: Yeah, It really is! There are about 200 students in each year level, so about 800 juniors overall. I write new assessments each year so students can use previous ones for practice. And with the new curriculum, we’re always adapting and refining what we teach. 

Debbie: How are you finding the new curriculum? 

Jess: It’s interesting! We’ve already been running our own program at Years 7 and 8, but the expectations in the new curriculum are quite high. Some of the concepts being introduced at Year 7 or 8 were things we’d usually cover at Year 9 or 10. 

The students are coming from all sorts of primary schools, so they have different gaps, and we’re trying to fill those while still meeting the new standards. 

Debbie: That’s a big job. Looking at some of your experiences, what have been some of the most positive moments in your teaching career so far? 

Jess: There are so many! The day-to-day positive stuff when a student finally understands a concept or they are feeling a bit more motivated about maths or passionate or when they tell you they’re enjoying maths, those are really special. 

It’s also lovely when parents send emails or cards at the end of the year. Some students go on to study law or something unrelated to maths, but they still appreciate the foundation you helped them build. 

Debbie: I was just talking to another teacher today and we were saying what an amazing impact you have on the students. And in a subject like maths, where its such a useful tool but where many students struggle, having a passionate teacher like you Jess really matters. You’re helping make it less scary and more accessible. 

Jess: Thanks! I definitely wasn’t the best maths student at school, but that helps me understand how important it is to create a supportive environment, especially with the number of students, especially girls, coming in with maths anxiety. Trying to change that. 

Debbie: Sure. And it is so useful to have, it’s a good skill to have, even outside the classroom. So, what’s one of the biggest lessons you’ve learned in your teaching career? 

Jess: Probably that there’s always more you could do, but you need to know when to stop. Burnout is real, and you must protect your own energy. The expectations are getting higher for teachers, but we can’t do everything.  All the meetings, you have got lunchtime maths help or I am running a maths competition at lunchtime, so as a good friend says you can’t pour from an empty cup. 

I’ve had to learn to prioritise and accept that what I’m giving is enough. Looking after yourself so you can be the best teacher you can be. I have really had to prioritise the things that need to be done 

Debbie: So true. Looking after yourself. That is so important. Have you had any mentors that have shaped your teaching style? 

Jess: I’ve been really lucky that I have. In my first job, I had an incredible mentor who became the Head of Maths. She gave me her resources and checked in often. Another teacher in that faculty would make extra copies of her worksheets and leave them on my desk. That support made such a difference. 

And now, I have an amazing new Head of Faculty who I’m learning so much from.  She is amazing too! The collaborative spirit really matters. 

Debbie: And just shows the benefit of collaboration and teamwork, together you can do so much more than if you are trying to do it all yourself! so important for early-career teachers to hear—ask for help, collaborate, and share. It benefits everyone, especially the students. 

Jess: Exactly! There’s no point reinventing the wheel. And the students are the ones that benefit as well. We want them to have the best possible education. I am happy to share what I have learnt from my mentors who have shared with me. 

Debbie: If you could go back and give first-year-teacher Jess one piece of advice, what would it be? 

Jess: Keep going! Don’t stay up till 10, 10:30 -11 pm creating new resources, you only need to be one step ahead. Use what others give you and ask for help when you need it. I think I was shy to begin with and wanted to seem like I knew what I was doing. But it’s okay not to have it all figured out, just do your best. 

Debbie: Yeah good advice. And I think vulnerability builds connection with students too. And it’s great modelling for them. 

Jess: Absolutely. I still remember a Year 13 boy writing in a card, “At first, I was a bit concerned that you were a brand-new teacher... but turns out I shouldn’t have been worried.” He realised that I was doing my best, and we got there. That meant a lot! 

Debbie: That’s awesome. So, what are some strategies you use to help students learn more effectively in maths? For other maths teachers out there? 

Jess: I guess I am quite traditional in my way of teaching but I do understand that students learn in different ways so I try to make it visual if I can and connect concepts to real life. Things on Sale, discounts, are you going to buy that dress? I focus on understanding, not just procedure, why it works, not just how. 

I try and revisit ideas, I use a “Do Now” activity at the start of lessons, five quick questions to revisit previous learning. That builds routine and helps with retention. I also emphasise growth, not just getting the right answer. I think also you have to celebrate progress and growth, its ok to make mistakes, give it ago, not just giving them the answers. 

Debbie: Do you have any go-to resources or tools? 

Jess: Mostly I use my own resources. We also use workbooks in class. I sometimes use 10Ticks for junior practice, and Education Perfect is great for assigning revision tasks and tracking data. 

Debbie: How do you keep students motivated when they’re struggling with a tricky concept? 

Jess: Oh that’s a common concept, I acknowledge the challenge, break things down into smaller parts, and prompt them to take a starting step. I keep the language encouraging and create a classroom where students feel safe asking for help. It’s about progress, not perfection. 

Debbie: That’s excellent advice. Okay, a few light questions to finish up. 

Debbie: Calculator or longhand calculations, what’s your personal preference? 

Jess: Depends on age and situation! For juniors, longhand is essential for understanding. But once they know how, calculators are fine, especially since we all have phones with calculators now! 

Debbie: And your favourite maths topic to teach? And Why? 

Jess: Algebra. I love patterns and rules. It just makes sense and feels clean and satisfying. Plus, I get to use colour coding, it's beautiful! I love that! 

Debbie: As teachers, we never stop learning, and there are always more questions to ask and answers to discover. It’s been an absolute pleasure having you here, Jess. 

Jess: Thanks for having me. 

Debbie: I’m sure everyone listening has been inspired by your passion for maths and your dedication to the profession. Thanks again, and I hope everyone enjoys the episode! 

Jess: Thank you, Debbie!