\documentclass[12pt]{article}1\newcommand{\doc}{Teaching Statement}2\newcommand{\myname}{William A.\ Stein}3\newcommand{\phone}{(510) 883-9938}4\newcommand{\email}{{\tt was@math.berkeley.edu}}5\newcommand{\www}{{\tt http://www.math.berkeley.edu/\~{\mbox{}}was}}6\newcommand{\address}{2041 Francisco Street, \#14\\7Berkeley, CA 94709\\8USA}91011\hoffset=-.1\textwidth12\textwidth=1.2\textwidth13\voffset=-.1\textheight14\textheight=1.2\textheight1516\usepackage{fancyhdr,ifthen}17\pagestyle{fancy}18\cfoot{} % no footers (in pagestyle fancy)19% running left heading20\lhead{\bfseries\LARGE\em \noindent{}\hspace{-.2em}\myname{}21\hfill \doc\vspace{-.2ex}\\}22% running right heading23\newcommand{\spc}{.33ex}24%\rhead{\em {\small{\phone{}}} \hspace{\spc}$\bullet$\hspace{\spc} \email{}25%\hspace{\spc}$\bullet$\hspace{\spc} \www{}}26% adjust, because the header is now taller than usual.27\setlength{\headheight}{7ex}282930\begin{document}31\mbox{}\vspace{2ex}3233\begin{center}34{\LARGE\bf \doc}35\mbox{}\vspace{2ex}36\end{center}37Effective teaching requires more than just good material, it demands a38presentation that is well thought out and adaptive. When preparing, I39consider several possible ways to organize my lecture. Upon finding a40way that succinctly illustrates the central ideas, I take out one41blank sheet of paper for each eight minutes of lecture time available.42I then record exactly what I expect to write on the board during my43lecture. The next step is the most important: I read through each44page several times trying to think of questions that could arise, and45I write them in the margin along with suggestive diagrams. Through a46process of iteration and clarification, I master the ideas from47several angles; this allows me to suit my lecture to questions, and to48actively encourage student participation.4950I have experience developing curriculum materials. I was supported51for one year by an NSF grant during which time I wrote workbooks and52{\sc Matlab} programs, in collaboration with A.~Weinstein and others,53that were used in UC Berkeley's Calculus and Linear Algebra workshops54and computer labs. I have also created software in response to55students' difficulties; for example, when I taught Discrete56Mathematics I found that the students did not understand the relevance57of the algorithms, so I wrote and distributed software illustrating58the components of the RSA public-key cryptosystem.5960\end{document}616263