Date: 6/5/2009
Day: Wednesday
Students present: Michael, Henry, William and Susan
Students absent: Noe Noe
Teacher (main and assistants): Lim Young
Subject: Mathematics
Topic: Real Numbers
Teaching process
Concepts taught: How to break down complicated questions into different parts to avoid careless mistakes in computation.
Example questions gone through: Previous questions that were given by James and were required to do corrections.
Practice questions given: Page 51-53 of Maths Book 1A
Post-teaching
General comments of students: There is really a difference in standard between the students and thus it is very difficult for me to teach. The weaker students find it hard to catch up while the better students find the lesson a little draggy. Generally, the students do not have any problems with understanding the concepts but it is really their fundamentals of calculations that is impeding them to improve in their maths. Mistakes made were too fundamental and careless.
Improvement points of students: William has a lot to catch up. Up to this point in time, he even has doubts about how to do long division (that's like pri 2 work!). Michael is very fast but he makes really careless mistakes . Thus, it was strongly advocated to him that he must check through his answers before handing up. Susan is a little more focused this time round but still, she is easily distracted. Henry is slowing respecting authority as I had become firm to them. Henry is also beginning to lose his cool at times as he realised that he is making mistakes. It is not a bad thing as it teaches him not to be complacent. In general, I really think it is time to split them up according to their progress in order for the lessons to be effective.
Homework given (including due date): Nil
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Good job. I realized you've blogged about certain improvements from students.
ReplyDeleteI do agree that we need to split up to be more effective. But yet I still think there can be alternatives and methods to help make the lesson effective without distinctively splitting the group.
Splitting the group is the easiest way out, no doubt. But at such an early stage it can be detrimental to the child as well. They can see the great divide and start feeling negative about it.
Subsequently when we register them for exams based on grades, we can consider subtly splitting them up.
This is all part of group dynamics; handling a group of students that have varying differences in characters and learning curves. That is the challenge, and it is a very satisfying one to beat.
I will be experimenting some techniques, and I implore you to do so in your lessons too. Let's work hard and make it tick.