Lesson 1: Students were very competent at handling Ex 4D, the one on solving questions on basic logarithms. What a relief! We could then use the lesson to go on to the 3 laws of logarithms.
Lesson 2: Continuation on logarithms.
Lesson 3: Introduced students to common and natural logarithms and the use of calculators to solve the questions. Most of the students were quite cooperative, except a few who needed constant reminders to be on task and to take down notes. It's tiring to keep doing that, and to consider that it should have been a breeze to teach this class because of the smaller class size. Argh...
Sometimes, I feel like an idiot in the class, trying my best to engage the class and come up with different ways to get the students to remember concepts, while some daydream or even read Reader's Digest. We had a short test today on rationalising surds and solving questions on logarithms. Q3 was a question from the textbook which I explained on the board prior to the test, but some students still couldn't do it.
I hate to say that I was insulting their intelligence by using the EXACT question that had been discussed as part of the test, but if they still couldn't handle, it exasperates me. Faizal teachers the 3N students Geography too and experience the same situation in his class. Such classes make teachers feel really bad about themselves and question their confidence in being competent teachers.
Sunday, August 2, 2009
Monday, July 27, 2009
T3W4 A Math
Lesson 1 and 2: Sure enough, I was given another two days' medical leave to recuperate at home.
Lesson 3: Finally back in school. We had to go through answers to 2 class tests, exercise on Surds. Students were also introduced to Logarithms for the first time. Strangely, some students have weird apprehensions before we even approach the topic, and kept asking shouldn't it be done next year.
In the end, they managed quite well and were able to 'change' logarithmic equations to the indices form and vice versa. Not so bad mah...
Lesson 3: Finally back in school. We had to go through answers to 2 class tests, exercise on Surds. Students were also introduced to Logarithms for the first time. Strangely, some students have weird apprehensions before we even approach the topic, and kept asking shouldn't it be done next year.
In the end, they managed quite well and were able to 'change' logarithmic equations to the indices form and vice versa. Not so bad mah...
T3W3 A Math
Lesson 1: Students clarified doubts that they had on exponential equations and were introduced to surds. We had to recap everything from their Sec 2 work on the expansion of algebraic expressions, which is necessary to help them in rationalising or simplifying surds.
Interestingly, they were quite competent in identifying the conjugate surds.
Lesson 2: Continuation on rationalising and simplifying surds.
Lesson 3: I was defeated by a virus and had to stay at home until I have fully recovered. Doctor advised that I stay at home till I'm totally well and wanted me to see him again after the weekend if I am still coughing or having a runny nose. Missed my double periods. Sigh.
Interestingly, they were quite competent in identifying the conjugate surds.
Lesson 2: Continuation on rationalising and simplifying surds.
Lesson 3: I was defeated by a virus and had to stay at home until I have fully recovered. Doctor advised that I stay at home till I'm totally well and wanted me to see him again after the weekend if I am still coughing or having a runny nose. Missed my double periods. Sigh.
Sunday, July 12, 2009
T3W2 A Math
Lesson 1: Lost the day's lesson due to Youth Day.
Lesson 2: Students did a short test on indices to recap on what they have learnt during E Math. 19/24 passed - not too bad. 3 students missed the test because they were absent. We checked answers to the previous exercise 4A.
Lesson 3: The May/Jun Holiday Homejoy was collected today. All, but 3, completed the exercises. The parents of the 3 were thus called on the spot. I feel sorry for the parents who apologised on their children's behalf because the latter didn't do what they had to do. I will never let my mother apologise to others because of my misdeeds.
Students learnt about solving exponential equations. A 2-period lesson is extremely precious; it allows me to have more time to expose students to different kinds of questions and clarify their doubts. We could work on the questions slowly and I have the luxury of attending to the weaker students.
Lesson 2: Students did a short test on indices to recap on what they have learnt during E Math. 19/24 passed - not too bad. 3 students missed the test because they were absent. We checked answers to the previous exercise 4A.
Lesson 3: The May/Jun Holiday Homejoy was collected today. All, but 3, completed the exercises. The parents of the 3 were thus called on the spot. I feel sorry for the parents who apologised on their children's behalf because the latter didn't do what they had to do. I will never let my mother apologise to others because of my misdeeds.
Students learnt about solving exponential equations. A 2-period lesson is extremely precious; it allows me to have more time to expose students to different kinds of questions and clarify their doubts. We could work on the questions slowly and I have the luxury of attending to the weaker students.
Tuesday, July 7, 2009
T3W1
Lesson 1: Everyone has a new timetable to follow, so I cannot blame the students for not having their materials on the first day of school since they didn't have A Math on Mondays previously. So, we did revision instead and I got them to draw one-page-per-chapter mindmaps that sums up all that they need to know for the first 3 chapters. We managed to complete only 2 during the one-period lesson. The 3rd chapter should be quite manageable for them to do on their own.
Lesson 2: We spent a period going through the questions that they had while attempting their 126 questions in their May/Jun Holiday Homejoy. It's heartening to see that most of them attempted the questions to their very best, instead of starting on them only when school started. Still, there are a few who are quite adamant in not doing ANYTHING. Deadline for the assignment is next week; I'll see how many parents I have to call.
Lesson 3: We began by recapping the rules/laws of indices. They had covered all these in their E Math in semester 1. I also insisted that those who didn't bring their notebooks stand. This must be a bad day for some; a couple of my very hardworking and conscientious ones forgot theirs and had to stand as well. We managed to practies on some of the questions in the text and there were some time left for them to attempt the homejoy and clarify doubts if any.
Lesson 2: We spent a period going through the questions that they had while attempting their 126 questions in their May/Jun Holiday Homejoy. It's heartening to see that most of them attempted the questions to their very best, instead of starting on them only when school started. Still, there are a few who are quite adamant in not doing ANYTHING. Deadline for the assignment is next week; I'll see how many parents I have to call.
Lesson 3: We began by recapping the rules/laws of indices. They had covered all these in their E Math in semester 1. I also insisted that those who didn't bring their notebooks stand. This must be a bad day for some; a couple of my very hardworking and conscientious ones forgot theirs and had to stand as well. We managed to practies on some of the questions in the text and there were some time left for them to attempt the homejoy and clarify doubts if any.
Wednesday, June 3, 2009
Reflection on MYE...
10 out of 28 students passed the MYE after adding the marks for their daily assignments and tests. This is the same figure as the number of students who had been highlighted and were supposed to do A Math end last year by Hwee Hwee. Hmm, I didn't do too bad then.
The rest of the students did not do very well. It was PAINFUL that one student scored zero upon 70 marks for both his papers, despite SRP and afternoon one-to-one sessions, especially after he came back from his overseas basketball trip just to make sure that he could grasp what he had missed out.
Some students in the 2/3 of the class who failed had already given up on the subject totally. In fact, one of my students' test marks are just like binary codes: 0-1-0-1. On one occasion when she left school earlier because she was unwell, she was reluctant to take the retest and told me to just write her name and give her a zero. No attempt to even try. Sad.
A check with their E Math teacher revealed that only 3 passed their MYE. OMG. If these students are not even handling their rudimentary mathematics well, how are they going to learn and do well with additional mathematics skills? I worry for them and wonder if this is the right approach to help them: just give them a subject that they cannot handle so that we keep these students in the class (instead of having them loiter around in the school) and not providing them a choice in what subject to take based on their competencies/interests?
I love to teach Mathematics and want to do it well. At the same time, I want to spend my time and effort on students who are really keen to learn and do A Math. So, I proposed to my students before school closed to think through if they want to continue to work hard for the subject. If they do, they would have to complete the 126 questions from their workbooks and submit when school reopens. They also have to pay attention during lessons, bring their notebooks all the time and submit all their work on time. Otherwise, I'll get them to sit at the back of the class where they can do their revision for other subjects silently on their own and not disturb other classmates. In this way, I can better devote my time and effort on students who wish to master A Math well and those who have no interest in A Math can channel their energy to other critical subjects that they are not so good in.
Oh ya, they also have to submit the letter to their parents (to let the latter know what work their child has to do) with signatures together with their holiday homejoy. Looking forward to seeing them put effort in their own work and stop waiting for me to provide answers all the time. Also hoping that they will hand in their work promptly from next term onwards and not let me 'beg' them for work. I always tell them, "I'm a teacher, not a beggar".
The rest of the students did not do very well. It was PAINFUL that one student scored zero upon 70 marks for both his papers, despite SRP and afternoon one-to-one sessions, especially after he came back from his overseas basketball trip just to make sure that he could grasp what he had missed out.
Some students in the 2/3 of the class who failed had already given up on the subject totally. In fact, one of my students' test marks are just like binary codes: 0-1-0-1. On one occasion when she left school earlier because she was unwell, she was reluctant to take the retest and told me to just write her name and give her a zero. No attempt to even try. Sad.
A check with their E Math teacher revealed that only 3 passed their MYE. OMG. If these students are not even handling their rudimentary mathematics well, how are they going to learn and do well with additional mathematics skills? I worry for them and wonder if this is the right approach to help them: just give them a subject that they cannot handle so that we keep these students in the class (instead of having them loiter around in the school) and not providing them a choice in what subject to take based on their competencies/interests?
I love to teach Mathematics and want to do it well. At the same time, I want to spend my time and effort on students who are really keen to learn and do A Math. So, I proposed to my students before school closed to think through if they want to continue to work hard for the subject. If they do, they would have to complete the 126 questions from their workbooks and submit when school reopens. They also have to pay attention during lessons, bring their notebooks all the time and submit all their work on time. Otherwise, I'll get them to sit at the back of the class where they can do their revision for other subjects silently on their own and not disturb other classmates. In this way, I can better devote my time and effort on students who wish to master A Math well and those who have no interest in A Math can channel their energy to other critical subjects that they are not so good in.
Oh ya, they also have to submit the letter to their parents (to let the latter know what work their child has to do) with signatures together with their holiday homejoy. Looking forward to seeing them put effort in their own work and stop waiting for me to provide answers all the time. Also hoping that they will hand in their work promptly from next term onwards and not let me 'beg' them for work. I always tell them, "I'm a teacher, not a beggar".
Monday, April 13, 2009
A Math T2W3
Lesson 1: I was again on course on my precious 2-period lesson on Tuesday. I merely assigned students to do a quadratic inequalities test and some revision questions on the previous topics.
Lesson 2: It's good to be back to see them again. I missed many many Math lessons. We finished the wordy questions on quadratic inequalities where students have to bring in the discriminant. Thankfully, most seem to find this topic manageable.
Lesson 3: I introduced students to intersection of a line and a curve. Students again have to know exactly the 3 cases where D can be >, = or < to zero and that they can only start bringing in the discriminant after they have substituted and simplified the questions.
Lesson 2: It's good to be back to see them again. I missed many many Math lessons. We finished the wordy questions on quadratic inequalities where students have to bring in the discriminant. Thankfully, most seem to find this topic manageable.
Lesson 3: I introduced students to intersection of a line and a curve. Students again have to know exactly the 3 cases where D can be >, = or < to zero and that they can only start bringing in the discriminant after they have substituted and simplified the questions.
Sunday, April 5, 2009
T2W2 A Math
Lesson 1: A question on curve-sketching was set for the class test. It should be manageable to most, since a similar question was done as revision before the test was conducted.
A variety of questions on quadratic inequalities were done. Most of the students seemed to prefer solving them using method 2, where they have to compare the different cases of inequalities and number line before concluding their answers. I personally think method 1 is faster and easier. A matter of preference...
Lesson 2 and 3: Unfortunately, I contracted sore eyes (from a HOD??) and could not come to school to go on to the next topic: intersection of a line and curve. Sad sad. Behind syllabus....
A variety of questions on quadratic inequalities were done. Most of the students seemed to prefer solving them using method 2, where they have to compare the different cases of inequalities and number line before concluding their answers. I personally think method 1 is faster and easier. A matter of preference...
Lesson 2 and 3: Unfortunately, I contracted sore eyes (from a HOD??) and could not come to school to go on to the next topic: intersection of a line and curve. Sad sad. Behind syllabus....
T2W1 A Math
Lesson 1: Students did not revise for their alpha and beta class test despite telling them beforehand before the holidays. Many feigned that they were not aware of the test. In the end, the test became a revision quiz and a retest was to be conducted a day after.
Several students did not attempt the March Holiday Homejoy too. Nonetheless, we managed to clarify some questions that some students had difficulty in solving.
Lesson 2: A retest was given. Students seemed to do a little better.
Lesson 3: We did quadratic inequalities. The two different methods of solving the inequalities were taught to the class.
Several students did not attempt the March Holiday Homejoy too. Nonetheless, we managed to clarify some questions that some students had difficulty in solving.
Lesson 2: A retest was given. Students seemed to do a little better.
Lesson 3: We did quadratic inequalities. The two different methods of solving the inequalities were taught to the class.
Sunday, March 8, 2009
T1W9 A Math
Lesson 1: The class went through questions on alpha and beta. Some find the notations daunting and needed much guidance to the questions that had been assigned as homework. We finally completed this part of the chapter, but I think I may have to ask several kids to stay back for SRP on this... next next week perhaps, now that SS is taking the even weeks.
The introduction on the nature of the roots of a quadratic equation was done. No problem so far...
Lesson 2: The nature of roots of a quadratic equation was more manageable because there are only 3 main cases to consider for each question. I highlighted the key words for determining which sign to use for the discriminant. Seeing the students presenting their answers confidently on the whiteboard brings a great sense of achievement. Hey, they can do them on their own! :)
Lesson 3: We did a few questions on completing the square. The students had done it during their E Math lessons, but some still need reminders on how it can be done. I promised them that I'll bring my laptop to class during the next lesson to show how the coefficient of x^2 will affect the shape of the graphs.
SRP: I was not able to do alpha and beta because I had already planned to cover identities and factor and remainder theorem. Only 3 students (because some had to go for E Math SRP) were made to attend this, but close to 10 students turned up. So cute.
We had the luxury of going through slowly the different methods of solving identities or even combining the methods. Then, we went back to the basic fundamentals of factor and remainder theorem and worked on several questions from the workbook. I hope they will be handle the questions pertaining to this topic when exam comes...
The introduction on the nature of the roots of a quadratic equation was done. No problem so far...
Lesson 2: The nature of roots of a quadratic equation was more manageable because there are only 3 main cases to consider for each question. I highlighted the key words for determining which sign to use for the discriminant. Seeing the students presenting their answers confidently on the whiteboard brings a great sense of achievement. Hey, they can do them on their own! :)
Lesson 3: We did a few questions on completing the square. The students had done it during their E Math lessons, but some still need reminders on how it can be done. I promised them that I'll bring my laptop to class during the next lesson to show how the coefficient of x^2 will affect the shape of the graphs.
SRP: I was not able to do alpha and beta because I had already planned to cover identities and factor and remainder theorem. Only 3 students (because some had to go for E Math SRP) were made to attend this, but close to 10 students turned up. So cute.
We had the luxury of going through slowly the different methods of solving identities or even combining the methods. Then, we went back to the basic fundamentals of factor and remainder theorem and worked on several questions from the workbook. I hope they will be handle the questions pertaining to this topic when exam comes...
Sunday, March 1, 2009
A Math T1W8
Lesson 1: I started teaching the class factorisation of cubic expressions and getting them to understand the difference between 'factorise...' and 'solve...' Some students fail to answer accurately because they do not know what the questionsare looking for.
The synthetic method in dividing polynomials made division so much faster and easier. Most of the students prefer to use this for their division, but a couple are still more comfortable using long division. I don't insist that they use a certain method as long as they can perform the division effectively.
Lesson 2: A short test on cubic expressions was given. Students were also given their marks for their CA and shown how they have done so far. As their submission of daily work is part of the assessment for their CA, some students who were more concerned with their results were determined to submit all their late work to me the next day so that they could do better.
Lesson 3: The class started on Symmetric Properties of the Roots of a Quadratic Equation. This is a fairly new topic - I only did it when I was a student and this topic had been taken out of the syllabus for the past 10 over years and only re-introduced recently. Most were comfortable with the manipulation of algebraic expressions to get the desired answers, but some were still rather weak in their basic expansions of algebraic expressions.
The synthetic method in dividing polynomials made division so much faster and easier. Most of the students prefer to use this for their division, but a couple are still more comfortable using long division. I don't insist that they use a certain method as long as they can perform the division effectively.
Lesson 2: A short test on cubic expressions was given. Students were also given their marks for their CA and shown how they have done so far. As their submission of daily work is part of the assessment for their CA, some students who were more concerned with their results were determined to submit all their late work to me the next day so that they could do better.
Lesson 3: The class started on Symmetric Properties of the Roots of a Quadratic Equation. This is a fairly new topic - I only did it when I was a student and this topic had been taken out of the syllabus for the past 10 over years and only re-introduced recently. Most were comfortable with the manipulation of algebraic expressions to get the desired answers, but some were still rather weak in their basic expansions of algebraic expressions.
A Math T1W7
Lesson 1: I missed many lessons with the class with my 2-weeks childsick leave. I was really thankful to have a relief teacher who could assist in teaching Additional Mathematics.
Problem: students did not do their part in paying attention and clarifying their doubts during lesson and wanted me to re-teach all the topics that were done. Students also did not do their homejoy that I had instructed the relief teacher to assign. For most of the assignments, only about 8 students from a class of 28 submitted.
Hence, the lesson was spent going through the homejoy Ex 1E which I gave before I went off.
Lesson 2: Some revision on Factor and Remainder Theorem was done. The answers to the test were discussed too.
Lesson 3: The lesson was spent going through the homejoy Ex 1F which the relief teacher gave. Students were pretty weak in understanding the concept behind factor and remainder theorem - that a polynomial = (quotient)(divisor) + remainder. I find myself repeating this several times.
Problem: students did not do their part in paying attention and clarifying their doubts during lesson and wanted me to re-teach all the topics that were done. Students also did not do their homejoy that I had instructed the relief teacher to assign. For most of the assignments, only about 8 students from a class of 28 submitted.
Hence, the lesson was spent going through the homejoy Ex 1E which I gave before I went off.
Lesson 2: Some revision on Factor and Remainder Theorem was done. The answers to the test were discussed too.
Lesson 3: The lesson was spent going through the homejoy Ex 1F which the relief teacher gave. Students were pretty weak in understanding the concept behind factor and remainder theorem - that a polynomial = (quotient)(divisor) + remainder. I find myself repeating this several times.
Sunday, February 1, 2009
A Math T1W4
Lesson 1: No lessons due to CNY holidays. Great loss of lesson time (2periods).
Lesson 2: I returned the students' test on Identities to them.
Guess what? Shaun, the laziest pupil in the class who perpetually has difficulty supporting his head on his neck scored full marks while many others did not manage to pass. Much as I still nagged at him for not handing in his work on time, I'm very elated that he could handle the subject.
Lesson 3: Students requested for a retest. They were quite confident that they could handle the topic better. I gave them one more chance. Many really performed better, though there are some who still seem to be in la-la land.
SRP: Most of the students did their work. Hopefully this lesson clears their misconception of sec 2 algebra topics.
Lesson 2: I returned the students' test on Identities to them.
Guess what? Shaun, the laziest pupil in the class who perpetually has difficulty supporting his head on his neck scored full marks while many others did not manage to pass. Much as I still nagged at him for not handing in his work on time, I'm very elated that he could handle the subject.
Lesson 3: Students requested for a retest. They were quite confident that they could handle the topic better. I gave them one more chance. Many really performed better, though there are some who still seem to be in la-la land.
SRP: Most of the students did their work. Hopefully this lesson clears their misconception of sec 2 algebra topics.
Thursday, January 15, 2009
A Math T1W2
Lesson 1: Students seem totally lost when they come to solving simultaneous equations that involve linear and non-linear equations. They are very weak in algebraic expansions and still think (a-b)^2 = a^2-b^2 - shocking. I have higher expectations of students who are assigned to do A Math. In the end, I spent a lot of time going through the elementary solving of algebraic simplication.
Lesson 2: I realised that these students are also pretty weak in their fractions. They thought that 4[(a-b)/3] = (4a-4b)/12 - another misconception to rectify. I had to show them how to do almost every question that I set as homework; what a waste of precious lesson time.
Lesson 3: We did a 3-questions test. Many were not able to solve accurately. I would love to have SRP with the students this week, but am not free because of the AFL workshop. I would be meeting them every Thursday to revisit the Sec 2 topics on expansion and simplification and clarify other doubts that they may have.
PS: Shaun Goh from 3N1 seems quite difficult to get to - doesn't hand in his work but at least would attempt the questions in the test. May take a little more time to establish rapport with him.
Lesson 2: I realised that these students are also pretty weak in their fractions. They thought that 4[(a-b)/3] = (4a-4b)/12 - another misconception to rectify. I had to show them how to do almost every question that I set as homework; what a waste of precious lesson time.
Lesson 3: We did a 3-questions test. Many were not able to solve accurately. I would love to have SRP with the students this week, but am not free because of the AFL workshop. I would be meeting them every Thursday to revisit the Sec 2 topics on expansion and simplification and clarify other doubts that they may have.
PS: Shaun Goh from 3N1 seems quite difficult to get to - doesn't hand in his work but at least would attempt the questions in the test. May take a little more time to establish rapport with him.
Sunday, January 11, 2009
A Math T1W1
I have one class of Math this year. It has been a long time since I last taught A Math. I miss teaching it and at the same time, am a little hesitant that I may have forgotten how to go about handling the subject. The class is a combination of students from 3 classes, namely 3N1, N2 and N3. I've not taught them before.
Lesson 1: The students were rather quiet as I did my introduction and relayed my expectations for the year. We did a "Find someone who..." activity where they ran around the class to find 12 friends to fill up a template. That generated some response and excitement.
Lesson 2: We started on simultaneous equations and revised the two methods to solve them. Most of the students seemed competent at handling the topic, but needed some reminders in presenting their answers clearly.
Lesson 3: This was a continuation from lesson 2 where students practised solving more simultaneous equations. Homejoy was set for them to attempt the questions on their own at home.
Lesson 1: The students were rather quiet as I did my introduction and relayed my expectations for the year. We did a "Find someone who..." activity where they ran around the class to find 12 friends to fill up a template. That generated some response and excitement.
Lesson 2: We started on simultaneous equations and revised the two methods to solve them. Most of the students seemed competent at handling the topic, but needed some reminders in presenting their answers clearly.
Lesson 3: This was a continuation from lesson 2 where students practised solving more simultaneous equations. Homejoy was set for them to attempt the questions on their own at home.
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