By Matthew Rinehart, Mathematics Teacher, Northern Middle School, Maryland, US.
For many educators, the path to the classroom begins with a love for learning. For me, it started with a different kind of love—fatherhood. Becoming a parent sparked something profound in me. I left behind a career in banking, where I thrived on numbers, problem-solving, and logical thinking, and entered the world of education. I started teaching every subject in elementary school, but it didn’t take long to realize that mathematics was where my heart—and skill set—truly belonged.
I took the opportunity to teach middle school math to struggling students without hesitation. My goal wasn’t just to teach math but to help students believe they could do it.
Teaching students to believe in themselves
Struggling learners often come with stories of defeat, discouragement, and disconnection from the subject. My role is to help them rewrite those stories. I anchor my instruction in a growth mindset. Students quickly learn that in my classroom, success is measured not by perfect grades but by persistence, reflection, and effort.
When students feel disappointed in themselves, I see that as a powerful teaching moment. I’ll often say, “Your disappointment tells me you care—and caring is where growth begins.” We talk, we reflect, we reframe, and step by step, we move forward.
Meeting learners where they are
One of the most powerful tools I use is small-group instruction. These sessions allow for close monitoring, immediate feedback, and lessons tailored to each learner's needs. I integrate manipulatives, number lines, graph paper, and visual models before jumping into formulas. I believe math should feel logical and connected, not mysterious.
This approach is especially vital for students with Individual Education Plans ( IEPs). I’m fortunate to work with many of my students across multiple grade levels, which allows me to build strong relationships and understand their unique learning profiles. This continuity helps me create effective goals and deliver personalized support. Collaboration with general education teachers, case managers, and service providers ensures we're all moving toward a common goal: student success.
Confidence comes from connection
Academic confidence doesn’t grow in a vacuum. It grows in relationships built on trust, empathy, and high expectations. I make it a point to know my students beyond their math scores. I want them to know they matter, that I care, and that I see them as more than their challenges.
A success story I often reflect on involves a student who, for a long time, refused to participate in assessments tied to his IEP. When his annual review came around, I invited him to help create his new goals. That shift—from being spoken about to being spoken with—changed everything. He began engaging, trying, and making real progress. It was helpful to be able to put to practice the IB approach to learning skills and student action in a real-life scenario and see its direct positive impact.
Years later, former students still reach out to share how they’re doing in high school and beyond. Those moments remind me that the impact is real even when the growth isn’t immediate.
One parent shared these heartfelt words in a recommendation letter for the Presidential Awards for Excellence in Mathematics and Science Teaching (PAESMT) award:
“I could see from the beginning that Mr Rinehart truly cared about his students. He went above and beyond to support my son, not just in math, but in building his confidence and helping him believe in himself again."
Collaboration: the key to collective success
I co-teach across three grade levels, five general education teachers, and six classes. Each teacher has a different rhythm and style. It can be challenging, but it’s also one of my favorite parts of the job. It is a chance to grow alongside my colleagues, learn from their experience, and share my own.
Our collaboration is daily and dynamic. We co-plan, reflect on lessons, troubleshoot challenges, and celebrate wins together. Strong in-person and email communication helps us create a cohesive, supportive learning environment.
Keeping the spark alive
Working almost exclusively with struggling learners means that staying energized is essential. I also support general education students and engage in after-school activities to avoid burnout. It’s all about balance and joy.
What keeps me going is simple: my students deserve the best. They are the future of my community and the world, and I have the privilege and responsibility of helping shape that future.
5 teaching takeaways that guide my practice
- Growth mindset
Model it, teach it, and apply it in your own life. Every challenge is a chance to grow. - Build relationships
Know your students as individuals. Make them feel seen, heard, and valued. - Collaborate often
Lean on your colleagues—and let them lean on you. We’re better together. - Practice self-reflection
Take the time to ask: What worked? What didn’t? How can I do better? - Stay grounded
I pray for my students, for my school community, and guidance in my teaching. It grounds me.
Ultimately, teaching math isn’t just about equations—it’s about empowerment. It’s about helping students realize that they can do hard things. And maybe, just maybe, helping them believe in themselves, one problem at a time.
