View the issue here. - The Gordon School

FACULTY SPOTLIGHT SEAN HAMERSean has been teaching seventh grade mathand science at Gordon for four years. He isa seventh grade advisor, a facilitator for theMiddle School student affinity group program,and the girl’s field hockey and basketballcoach.Sean is a graduate of UMass Boston and earnedhis Masters of Education in Middle SchoolMath and Science Education from the LesleyUniversity/Shady Hill School Teacher TrainingProgram. He has also received his Mastersin Private School Leadership from TeachersCollege-Columbia University. Sean’s twochildren Sekou (4th) and Nala (K) are Gordonstudents.What led you to Gordon?Although I was originally an engineering major,I ended up focusing much of my time onworking with at-risk youth in Boston. When myson, Sekou was born I realized that I wanted toteach. I earned my M.Ed. degree while teachingat Shady Hill School and focused my practiceon teaching Middle School math and scienceas it connected to my engineering background.I began my career at Charles River School inDover, MA and later made connections with EricPolite, Gordon’s former Diversity Director whicheventually led me to this opportunity at Gordon.How do you include a multicultural perspectivein your practice?In order to facilitate thoughtful discussionsaround multicultural issues a sense of trust mustbe established between the teacher and students.Many of the topics we discuss in my classchallenge preconceptions and care needs to betaken when sharing different perspectives.I work hard to set clear community expectationsin the beginning of the year so that studentshave the confidence to state their opinionsand feel supported when they make mistakes.My philosophy is to guide students towardunderstanding rather than directing them. I amsupportive and there to provide explanationand clarity but not tell them that their opinionis right or wrong.My approach to the curriculum is to teachthe skills necessary to understand the contentbut to also put my instruction into a relevantcontext. Math and science lend themselves tounderstanding and analyzing issues of equity,justice and inclusion. I challenge my studentswith examples of real world problems so thatthey can employ their math and science skillsand become aware of the world around them.What are some examples of your math andscience curriculum that have a multiculturalperspective?For the past two years we have connected themath curriculum to the current economic crisis.We look at credit use and why it is such achallenge for Americans. During one project,I assign each student a credit profile (thatincludes a credit score, number of children,income level, etc.), and have them figure outwhat rates and monthly payments they wouldreceive for a home and car loan. As a class wediscuss why people qualify for different loanrates and the equity behind that.By looking at credit scores, home loans andinvestments students learn the math behindfiguring out compound and simple interestloans and rates. Students learn to record theirdata by using excel and data manipulationskills. In the end, they learn new math conceptsalong with an understanding of how peopleare impacted by credit.With science, we look at our study of biologyand genetics through the lens of equity, race,power and privilege. We study blood typingand blood diseases and how various diseasesare connected to racial and cultural history.We also talk about access to resources inscience and medicine. We discuss how certaincountries are limited by socio-economicdifferences and therefore have less access toresources. Students are able to gain a globalperspective by gaining an understanding ofpopulations around the world.What do you hope for your students?I hope that my students will continue to thinkdeeply about their connection to the worldaround them. I want them to strive to becomeglobal citizens by developing an awareness andunderstanding of others and their perspectives.6