In other words, SCAB!

[deleted]

The best way I think I can answer this is to try and address each of your points backwards.

I believe the school I am working for believes in fundamental change of education, likely what is being fought for. They provide me a much higher than average hourly rate. Unfortunately, current enrolment is low so it is only part time (12 hours a week) currently. When more students attend and my class size grows, I will have the opportunity to teach more.

I can imagine how someone who went to school for many years, and paid a large amount to do so, would be upset about another person getting the job without jumping through those hoops.

Overall though, I believe I am a good teacher, and I was hired for my skill set.

In all honesty, nothing.

I am pretty good at math, and as a teacher have an answer key.

Conceptual Physics, in my opinion, is pretty easy and fun to do different experiments with. The hardest part would be the math, which I'm good at.

I am awful at spelling, but a good writer with spell check.

History is something I literally study the subject the night before I teach it.

None at all.

Yes, I have edited my post because I realized with my offer letter it did not include how many hours I work.

I work 3 hours a day, 4 days a week. So, yes I do have a second job still to pay my bills. But for the commitment the school requires from me, I get paid very fair by them.

It is not special education. However, I do feel my student is very far behind where 9th graders were when I was in High School. He was behind when I started teaching, so I didn't cause that part.

I don't fully understand your question of "person planning". Was this meant to be lesson planning? Please clarify and I will try to elaborate.

I teach Monday-Thursday.

It is much more challenging than my previous career.

I started at the end of September this year. So a little more than 2 months.

I honestly don't know. I imagine it is not cheap, as the schools location is in a high income part of town.

For better or worse, this is an area I excel in. I say for worse, because there are times when I have the conversation with my student and the words come out of my mouth, "You wont need this much in real life, but we are going to learn this so you have a full understanding of it."

An example would be in graphing. The most useful way in many situations to graph something, is to use the format slope intercept y=mx+b. Now you could also graph in a point slope form, but it is MOST of the time not as useful, and does not have nearly as many real world applications for the common person.

I think you are right that it takes a lot of skill to break something down and explain it to another person. I do not think however, a person needs to be an expert on every aspect of the subject, to begin teaching it.

When talking about variables in algebra, I explain how variables could be anything and use food and party guests as an example often. "So if we have 16 guests coming, and each guest is going to eat 2 slices of pizza, and each pizza has 8 slices, how many will we need?" I will create a problem, like above, where the answers will be small and with whole numbers to learn. Talk it through logically, then, create the problem algebraically. 16 x 2 = 8x. Then once again, solve the problem step by step.