Mallari finds the best formulas as 2017 Innovator
“Don’t waste your saliva!” Cristine Mallari told her junior high math class at Holyoke JR/SR High School, causing scattered giggles in the fast-paced lesson. It was a lighthearted response to a student’s drawn-out explanation of a problem, but with an important message — there is a better formula.
Mallari’s approach to bettering student learning — whether it is reaching a variety of learners within one classroom or helping students to raise their college entrance exam scores — mirrors the same find-the-better-formula attitude.
A native of the Philippines, Mallari is no stranger to trying new things. She, her husband Paolo and their then-2-year-old daughter Adrienne crossed the ocean to come to Holyoke in 2014.
“Our family was growing, and my teacher’s salary in the Philippines was not enough to sustain our lifestyle,” explained Mallari. “I did not want to change my career path because teaching’s my passion, so I decided to look for greener pastures while doing what I love to do. I applied here in the U.S. online, and fortunately, it led me to Holyoke.”
“Talk about taking a risk!” said English as a Second Language teacher Allie Balog in her recommendation for Mallari as Innovator of the Year. “She is a great example for her students that it is OK to step out of your comfort zone and be daring enough to try something new.”
The nomination letter continued, “Every day, her heart and her striving for innovation are seen 110 percent with her dedication to her career and her students. . . The creativity and innovation she has for teaching is always at the forefront, providing a positive and engaging environment for students and co-workers. Her positivity is contagious, and her intellect is evident in everything she does.”
Mallari’s lessons can seem rapid-fire, but she makes sure her students don’t miss a beat, checking for understanding and breaking down difficult concepts without breaking the flow of the lesson.
“He can do it — I know you think you’re helping him, but you’re not,” Mallari told one student in her junior high math class who was trying to translate for a Spanish-speaking student. She asked a basic question from the board to the ESL student once again, mostly in English with a couple of Spanish numbers thrown in. Unassisted, he responded in English in front of the whole class.
“She never asks a student to complete anything they are not capable of doing, and at the same time, she raises the bar,” said Balog in her letter.
In another example of meeting varying needs within a single classroom, Mallari has actually created a separate syllabus for a student with both ESL and special education needs. The student can thereby still be a part of the class while working on appropriate content.
Real life application also plays a major role in her math classes, making a sometimes-intimidating subject more accessible for students.
For example, in Mallari’s junior high math class, a review of the term “perimeter” uses the instances of measuring the sidewalk around a city block or finding out how much material is needed for the trim of a quilt.
Principal Susan Ortner described a class she observed after a Google Chromebook training in which Mallari had students develop a Google Slide Presentation. In groups, students were asked to define ratios, write ratios, relate ratios to real life situations and develop a word problem.
“She encouraged students to be creative and make their presentation engaging,” said Ortner. “I loved how this activity grouped students, made them think critically in developing a word problem, utilized presentation skills and involved creativity and personal interests, all while demonstrating ratios in real life situations.”
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