5N1 AM (T1W3 - Differentiation)

As I had grouped A Math lessons of this group with the E Math lessons of the rest of the pupils in their class, I see this group every day except Thursdays which really help me to teach them with small chunks of concept each time. Unlike past 2 years when their A Math lessons were tagged with DT/FN lessons and I see them twice a week. Now, they need not recall what had been taught a week ago but just a day or two ago. This year, a number of them (especially CY and YB) had also changed their attitudes towards A Math homework given to them as they did their homework dutifully and handed up on time.

Strategies I used in class that has been working well with these pupils so far:
1) constant practice on the similar types of questions before introducing new formula/rule/concept;
2) presentation of their solutions of their homework/seatwork on the whiteboard (These kids were very enthusiastic in learning and majority of them were very eager to present their working on the whiteboard);
3) individual attention in class when they are doing their seatwork;
4) last but not least, praises for good work done.

As I introduced Chain Rule, Product Rule & Quotient Rule to them, I found they were able to use the rules effectively. They were only a bit confused when it comes to simplifying expressions that involve square root. Hence, more practice on such question will be given to them.

This group really brightens my day up!

T1W3 (Sec 3E E Math SRP - Module 1: Algebraic Manipulations)

I had the first session of E Math SRP with the Sec 3E on Monday, 19 Jan 09. The group that I am taking are pupils scoring E8 or F9 in their 2008 Sec 2E Math SA2. It was a fruitful session as pupils in these group were very motivated to do the worksheet created.

These pupils are not extremely weak in Algebra. I feel that the Sec 2E Math teachers had done a good job by giving these kids a good start in learning Algebra. What constitutes to their poor results could be due to carelessness or not simplifying expressions to the simplest form or maybe not enough one-to-one attention given to them to address their misconceptions.

Some observations I have made:
1) quite a no of them were very careless especially when they multiply by negative numbers. A number did not simplify further after expansions;
2) all of them were able to use the "smiling face" method to do expansion and a few of them were able to use the algebraic identities to expand terms in the form (a+b)^2, etc.;
3) some got confused when it came to expansion of 2 algebraic expressions which contained more than 2 terms.

Actions I had taken:
1) as the class was quite small, I could go to every one of them to give them feedback on their working;
2) I went round one by one, checked some of their working and marked all the questions they had attempted and addressed mistakes that they made;
3) I praised them when they did correctly.

From the session, I feel that these kids want to learn and they want to do well in Math. What they are lacking in is personal attention in coaching them with the learning of Math. Some how, I feel that these batch of Sec 3E pupils, though weak and slower, have the potential to do well as they have very positive attitudes towards learning. Hence, I hope all teachers teaching them will help them to work towards maximising their potential and hopefully adding value to their learning.

My 2008 4E A Math Classes

Last Monday, 12 Jan 09, was the release of the GCE 'O' Level results. Some pupils from my 4E1 class did well as what they had expected but some did not. It is always sad to see some pupils so upset due to the results not up to their expectations especially from a good class like 4E1.

As for 4E4, many of them who did turn up for the A Math papers last year did not managed to pass the subject but at least they tried their best. However, I was glad to see that many of them had managed to pass their E Math and obtained an option to a polytechnic course as this class was a very worrying class last year when more than half of the class did not pass any of the school's internal E Math Exams since Sec 3.

The most rewarding feeling that I got was when some of my pupils came up to me to thank me for all the help that I had rendered to them last year. Some even sms-ed me later part of the day thanking me for the extra time I had spent last year to help them clear their doubts in A Math. It is always this appreciation that I get from my pupils that keep me going when the teaching gets "tough". At least, I know I have made an impact, though not that great, on the lives of these pupils :)

3E2 AM (T1W2 - Simult Eqns)

Given a 1-qn class test on simult eqns to class on Tue and had the scripts marked on the same day. Out of 39, 15 pupils failed the test. Common mistakes made by these 15 pupils:

1) when making y (or x) the subject from the linear eqn, the signs were mixed up hence resulting in getting wrong answers;

2) though some pupils can substitute linear eqn into non-linear eqn, they could not simplify the quadratic eqn obtained when fractions were involved.

The test showed that pupils who failed are weak in simplifying algebraic fractions. These pupils need to work on the skills before they are able to solve simult eqns well. Hence, I have arranged to meet up with these 15 pupils the following week for remediation. During the remediation, more simult eqns will be given to them for practice. In the mean while, arrangements are made for most pupils in the whole level who are identified for E Math SRP this week to practice on simplifying algebraic expressions and indices.

3E4 AM (T1W1 - Simult Eqns)

Very nice class. Girls are quiet and boys are shy except for two boys - one likes to ask silly qns & another rather cheeky :)

Noticed 2 VH pupils - one needs brailling while the other needs enlarging. Both were very attentive in class. I tried to read out word by word as I presented solution to a qn so that the one pupil who needs brailling will know exactly what was written on the board through hearing.

3E2 AM (T1W1 - Simult Eqns)

The pupils in this class are of mixed abilities. First impression: a few pupils seems to have higher ability in mathematics but quite a handful are rather weak as seen from their blank looks as I presented to them the solution to solving a pair of simultaneous eqns involving a linear eqn and non-linear eqn.

Problems faced by them: unable to simplify complicated algebraic expressions (including algebraic fractions). Hence, I needed to check their working and even guiding them step by step to derive the answers during lesson.

Although a handful of them are rather weak but they showed positive attitudes towards learning as they enthusiastically tried solving the simultaneous eqns and kept coming to me for assistance. I actually had the urge to teach them elementary mathematics instead. Hence, I need to think of a way to help them so that their enthusiasm will not be lost as they proceed to learn more topics in A Math.

However, A group of girls were rather inattentive as they kept giggling and not attempting to try. I had to go to them to ensure they started their work. To my surprise, these girls are student councillors! I need to be more stricter with this group.

To assess the pupils' ability, I am giving them a test (only one question: to solve a pair of simultaneous eqns) on coming Tues.

5N1 AM (T1W1 - First lesson of the year)

Glad to see my 5N1 A Math pupils again. Seeing them warmed my heart greatly as they greeted me with smiles and laughters. But sad to say that one pupil has intention to drop A Math. I managed to ask her to continue for the experience.