Assessments

At Maryville, it seems like the math department has decided that the students’ grades come from small homework assignments, 2 quizzes, and one test for each chapter. I don’t know if all math teachers assess in this specific way but as far as I’ve seen that is basically the rule. I know some teachers do not grade homework but instead have homework quizzes or some combination of taking up homework and homework quizzes. I haven’t seen many different ways for assessments. In our class, homework is used more as practice and as a way to boost grades (if the students actually do it). We accept the homework as a packet on quiz days. Its purpose is not to assess; however, we do receive some ideas for formative assessment when we answer homework questions. The quizzes serve as formative assessments because it allows us to see what they are struggling with before we reach the end of the chapter. Our chapter tests serve as a summative assessment for each chapter. They also have a midterm and a final.

One issue that seems to come up is when students make small errors on their tests or quizzes that cause them to receive a bad grade. We have one student who for the first two chapters did not seem to understand a lot of what we did, did not turn in his homework, and failed the quizzes and tests. He was failing the class with a low 60. I don’t know if he realized he needed to step up or if his parents took action but he started working very hard over the next two chapters. He asked a lot of questions when he didn’t understand, he had most of his homework completed, and he was coming in early for extra help. It was clear that he still was struggling a little but he was definitely a lot better off than the beginning of the semester. In one section, he was thriving when a lot of his peers did not understand. However, when it came time to take the test he made so many small errors that caused him to fail the test. We gave him a lot of partial credit because it was clear that he knew a lot of the material, but all of his small errors still added up.

It’s hard in these situations because he is definitely improving but he is still making enough errors that his grade will not be raised high enough for him to pass. He still has a chance to raise his grade by the end of the semester but it is disheartening that his hard work is not reflected in his grade. Thankfully next week during fall break they have remediation days that will give him a chance to improve his grade.

I think that next semester, I may change the way we accept homework. I like the idea of letting students get a chance to ask questions over the homework they don’t understand but I want to take up homework more regularly to keep the students more accountable and to use it more as a formative assessment.

Class Community

The environment of my classroom is relatively positive and productive. The students are pretty comfortable with each other and have no issue speaking out in class. They participate pretty well though sometimes they need more prompting. The students are comfortable working together in whatever group they are placed in. There are very few behavioral issues and when we do have some they are very minor and easy to manage. We have 33 students in a very small room so we are all very close to each other which creates an intimate atmosphere. Half of my students are pretty motivated to making good grades by finishing their work and doing well on tests. The other half basically just wants a passing grade to move on to the next class. There are no stories that stand out to me about my class but they are pretty typical teenagers.

Motivation

I think that expectations play a huge role in a student’s motivation. If a teacher’s expectations are high for a student than he is more likely to push himself to meet those expectations; however, if expectations are low, than a student does not feel the need to challenge himself. In one class, I kept encouraging one student to turn in her missing homework. I explained to her that I knew she could be successful in this class and doing and turning in homework is an important part of the class. I kept reminding her for a couple days in a row. On Friday, she came up to me with a big smile on her face and presented me a stack of homework that was missing. I told her how excited I was that she turned it in and I could tell she felt proud of herself for living up to expectations.

On the other hand, my mentor teacher teaches a “Bridge Math” class. This is basically the lowest class that seniors can take. The expectations for the class are very low and seniors whose only goal is to graduate can easily pass. It is obvious that many of the students could easily be in a more strenuous class but their past math class habits have kept their grades low enough to put them in this class. Most of the seniors completely goof off and just do enough work to get by. It is clear that because the expectations for the class are so obviously low many of the students in the class have little motivation to actually try.

Tricky Quiz

On Friday, we gave the students a quiz over solving systems of linear equations and inequalities by graphing, substitution, and elimination. It seemed as though half the class was confident using substitution and elimination while the other half was still struggling somewhat. However, graphing seemed to be the easiest because we have been graphing practically since the beginning of the semester and they have been graphing even before then. On quiz day, we reviewed, touching on most topics but especially substitution and elimination because that was what the majority was struggling with. We handed out the quizzes and all but one student did not finish before class ended. They turned in their quizzes and we decided to finish them on Monday. We looked through their unfinished quizzes to see what they were struggling with the most. Surprisingly, their graphing both systems of linear equations and inequalities seemed to be the biggest problem. Their graphs were everywhere. There was one problem that involved fractions that most of the students had skipped or gave a very strange graph.
It really shocked us that they were mostly able to answer the problems involving substitution and elimination (there were still some students who did not get it) and instead had problems with graphing. We did not expect them to be stumped by these problems. Because of this quiz, we see that we need to review and practice different methods of graphing and probably need to make sure they know how to check their graphs in their calculators. I discovered it is very difficult to measure if they know the concepts we are trying to test them on when they are struggling with a basic concept that is part of the foundation of the material.

Shocking Moment

The other day I was instructing at the promethean board. Our topic was graphing linear inequalities. I gave them two methods on how to figure out where to shade on the graph. We were talking about the second method which was choosing a coordinate point on the graph, plugging it into the inequality, and simplifying to figure out whether the point is part of the solution set. Since this was a secondary method, I did not plan to spend much time on explaining this process and I also thought it was pretty straightforward. When we put the method into practice, I had one student ask me to explain it again. So I described how to follow the process and showed him an example (other students were practicing problems, so it wasn’t interrupting class). He still didn’t understand what I was saying which shocked me because this seems to me to be the easy part of the lesson. I re-explained, drawing the points and writing out arrows to show him my steps. He claimed to understand at that point but I wasn’t convinced. At this time the other students were ready to move on so I couldn’t hold up the lesson any longer. While I continued with instruction, my mentor teacher sat with him to work on the idea. Later in the week we took a quiz that included that concept and he was unable to do it.

            First of all, it really shocked me that this student was unable to understand what seemed to me as a simple concept. Also, I knew that if he couldn’t understand this that he definitely could not have understood some of the other material that is much more difficult in the class. The other thing that struck me was that I could not think of another way to describe the process to him. Maybe if I had taken time to consider this in my preplanning and if we had time in class for him to practice the concept over and other again he might have caught on. Because the other students in the class were able to understand the concept, I would like to think that his confusion came from his own misunderstanding and not my ability to teach it. However, I would have liked to have been able to have a strategy ready so that I could have explained it in a way that he would have understood the idea. Because of what he has shown on his tests and quizzes, my mentor teacher and I think that he is misplaced in this class. However, because there are students in other Algebra 2A classes that have a lower grade than him, they will not move him into another classroom. We have students that are slower than the class average, but the pace is not too rigorous that they get left behind. The big picture of what this incident shows me is that as teachers, we must balance our class so that the average level students can learn at an appropriate rate but that we must consider the way below average students or misplaced students so that we do not leave them behind. I am hoping that as I progress through my teaching experience, I will be prepared for situations such as these.

Welcome!

Hello everyone! Welcome to my blog. I currently am student teaching at Maryville High School. I teach Algebra 2A CP which is the first half of Algebra 2 CP. The class mostly consists of sophomores with a few juniors. The class is for students who are slightly below average when it comes to math. Most of the students who make an A or B will move on to take Algebra 2 CP and will continue on the recommended standard path. Those who make a C or D will take Algebra 2B CP and will be placed on a path for lower achieving math students. Most of the students in the class are good workers and want to be successful in the class (which does not necessarily mean they want to pursue a career that uses a lot of math, they just want to learn the required amount). However, my mentor teacher and I have to consider issues such as late or missing homework, lack of studying, and general failure of paying attention or staying on task. I think this is a good class for my student teaching experience and I am very excited to be working with these students.