Teaching in a private school has given me a way to spend all of my work time with young people as they learn mathematics. I am grateful to those mathematicians and educators who write texts and articles, create manipulative aids and demonstrations, design and improve scientific and graphing calculators, or provide computer software from which I select what my students need. I like being the person who works with each student, explaining, listening, suggesting and encouraging that individual learner.

In our school (4—12; 600 students), I usually teach four upper-school courses. One of these is a linear algebra and multivariable calculus course, for students from St. Albans and several other schools in the District of Columbia, who have already completed a first year calculus course. All of my classes are small, so it is easy to plan lessons around computer exercises, use of manipulatives, cooperative group work, open discussion or formal lecture. No single format needs to dominate.

I am the planner, choosing my own texts and course materials, inventing and adapting as necessary. I am the lecturer, using prepared notes and enjoying the challenge of the need for impromptu response to student questions. I am the facilitator, as students work on computer labs or in small groups seeking solutions to very challenging problems. I am the teaching assistant, available for individual dialogue or help during the student's free or study periods as well as during class time.