Why aren't they getting it?

Three lessons on solving equations with a lower ability set should hopefully ensure they can get liner equations with two variables in them. Three students aren't getting it, they're not any worse than anyone else and should be solid.

It's not a new class to me but there are some characters who have come up from an even lower set and I've been spending some time with them more than I should. I also think that I've underestimated the students who have come up.

I reckon it's because I've sat the kids that I know next to each other assuming they're stronger, as I'm not sure it's the case I think I need to mix it up a bit....must check up on them though.

AFL

Well this is enjoyable, on the recommendation of a colleague at the IoE I've started something pretty good. Each student in my class has been given a red/yellow and green card and if they understand what I'm saying and what I need to do then the green card goes to the top of pile....I'm sure you can get the rest.

I'm only a day into it but one lesson in it's working pretty well-I wish I had done this before-the moment someone is brave enough to change their piece of paper I know what to do-change the explanation and task.

Bang-job done.

Laminating

I now have my own laminator at home-I'm not sure this says anything good.

Working even better

Mental, barmy, foul, assholes, unteachable....well 11b5 are starting to grow on me. OK, most of them are functionally illiterate, most of them have the handwriting of a 9 year old, all have criminal convictions, are some sort of register and broadly .

They can also work out the general rule of an arithmetic sequence of decimal numbers (DECIMAL NUMBERS FFS!!!). It wasn't even that difficult-all you really needed to do was show a little bit of enthusiasm and not get wound up when they looked around you. Throw in a few moment of active learning, throwing a ball about to make sequence for example, direct the TA to deal with some of them, humour them ('The Don' Jerome) a little but more than anything just don't get wound up. If you do they'll sense blood and pounce on you.

I just wonder about the teachers who just shout at their students all day. Firstly they must have a rubbish day, most importantly they are making the kids mental, barmy, foul, assholes and unteachable.

I can work with this.

Bottom set year 11s. The lowest of the low...there's something to work with. They're clearly really weak and clearly 50% are going to end in up prison pretty quickly but there's something there to work with.

On the other hand 7b1. Keen, eager and really full of spirit. A little too talkative but I can bang that out of them pretty quickly

9b4/8b4.....practically exactly the same class. Stamp on them a bit....be a bit more interesting than other teachers, don't be so didactic and get some good results.

10b1...I'll find out tomorrow but have a pretty active starter activity for them.

Decision maths and Economics.....can't wait to get my teeth into them.

Well that went well

That went well.....apparently maths is all about 'numbers, dividing, shapes, multiplying, compass and circles'.

At least it was at the start of the lesson. Towards the end we all agreed that maths was more about asking the right questions, problem solving and being logical. What worked well was linking the starter to the main part of the lesson. After then had their silent debate I ignored what they wrote until they had done an activity which wasn't related anything they had done (a little game about sitting and standing) and then brought them back to make a point. I will do that more.

Today's homework was to produce a list of mathematical questions about one of Dan's video:

http://vimeo.com/13968850

Let's see what they come up with.

Silent Debate

Wow, I've actually been to a good whole school inset. Here's a good idea I'll be using this term, starting tomorrow with my new year 7s.

A Silent Debate-pose a question (I'll be starting with 'What's maths and what skills do you need?') and rather have a conversation/debate where students can be passively involved in the lesson get them in groups of 3/4/5 and express their ideas on paper-giving everyone a chance to get involved.

I'll wager £20 that not one of them (top set year 7s) will mention measuring.

They'll be doing lots of that with me this year.