Teaching Math with Confidence: My Classroom Style

Teaching Math with Confidence: My Classroom Style

By M. RAJARAO, M.Sc., M.Ed.

Virtual Conference on Mathematical Styles

Every teacher brings a unique “style” into the classroom — a subtle essence that shapes how students experience mathematics. It’s not something printed in the curriculum, but it’s felt in every interaction, every routine, and every lesson. Over the years, I’ve realized that my style is crystal clear.

My style is confidence.

Confidence in Self

It took me decades to build my own confidence, and now I model it every day for my students. One of my signature routines is the two nice things activity. Students groan when I ask them to name two positive things about themselves, but I remind them: You know yourself better than anyone else, so you should know more nice things about you than anyone else does.

I live this in my work ethic. My students know I’ll go above and beyond — they send me Pinterest ideas, tag me in memes, and point out chevron-patterned items they think I should buy. By being unapologetically myself, I give them permission to be unapologetically themselves.

Confidence Through Consistency

My rules and routines don’t change week to week. Students know that when they walk into my room, we are working — every day, all hour, no “free days.” Some even return after doctor’s appointments just for math class. That steady rhythm builds trust, and trust builds confidence.

Confidence in Finding Mistakes

In my class, mistakes are learning tools. I teach students not to erase their work but to fix it. I post answer keys so they can check their progress at their own pace. This fosters independence and helps them realize they can solve problems without waiting for me.

Confidence in Freedom

My classroom is structured but not rigid. Supplies are freely available, small actions don’t require permission, and conversations flow naturally. When someone finishes early, they often help a classmate. That freedom builds community and ownership of learning.

Confidence in Creativity

While routines keep us grounded, creativity keeps us inspired. Students never know exactly what to expect — only that I won’t take the “normal” route. Sometimes they raise the bar higher than I do, and we both rise to meet it.

Confidence in Risk-Taking

I try new ideas and openly admit when they flop. Students see me fail and try again. This normalizes mistakes and encourages them to take risks without fear. It’s no surprise they’re willing to shout out answers — even wrong ones.

Confidence in Problem-Solving

Problem-solving in my class isn’t just about math. I ask for student feedback, and when problems arise, we brainstorm solutions together. They see me constantly improving — not because I have to, but because it matters.

Confidence in Persistence

I don’t give up — not on students, not on lessons, not on ideas. I push them to say nice things about themselves. I push them to stay positive. I push them to keep trying, even when it’s hard.

Confidence in Showing Up

I show up — for their learning, but also for their lives. I’m there when grades dip, when frustration sets in, and when they’ve had their hearts broken. I’m there at their games, in the hallways, and in the classroom when they need stability.

Final Thoughts

Confidence is my style. It’s not something I sprinkle on top — it’s built into the culture of my classroom. Confidence isn’t arrogance. It’s self-assurance, resilience, and the courage to take risks. It’s the belief that you are capable, worthy, and ready to face whatever comes next — in math and in life.