T1W7 - 2N1

I am into expansion and factorisation for 2N1 now. As usual, i find them really very slow in learning. Double confirm this with my the other 2 Sec 2N colleagues and find that it is true for their classes too.

Right now, i am going very slow and trying my best to make it as simple and as easy to them as possible. I set a 3 questions short test after each topic to check their understanding. I also got to keep asking them about the 3 formulaes as they forget it very easily. I am trying to make the worksheet very direct for them so that they can understand better.

A few of the students are still very disruptive in class and i still have to waste some time getting them ready every lesson. Haiz...so much efforts spent on them. I wonder if they really will understand and appreciate the teacher's efforts. Some of them really do not seem interested in their studies at all.

T1W7 - !E3 & 1E4

I have just finished the Chapter 10 on Percentage with my 1E3 and 1E4. Feel good that i am able to teach on time for these 2 Sec one classes. Chapter 10 seems easy for them as they already have prior knowledge on these topic. Hence, when i teach, i can hear some of them saying that they have already learn these before.

Since i have abit of time, i decided to let them try out the game Numero before i start the next topic. As i can't remember much about the game, i started reading the instructions and also i gather the 5 or 6 students in my class who know how to play to double confirm on the instructions of the game before i get started.

Both the classes seem to enjoy by the noise that they are creating - very excited. Good to see them enjoying themselves. However, i do notice that they seems to have their own weird rules coming in as they move on with their game. Did not really interrupt as i can see that they are enjoying themselves.

Hopefully, this game will get them more interested in arithmetic.

T1W5 - 1E3 & 4

I hvae just completed Chapter 2, Real Numbers with 1E3 and 1E4. Find that 1E3 is better in their understanding of concepts whereas for 1E4, there are a few students who are slower and i need to illustrate more examples when teaching a concept.Hence, i have to bear in mind in the selection of examples between these 2 classes.

I notice that quite a number of students have the habit of using their calculators when doing the real numbers despite reminders for them to show their workings without the use of calculators. Hence, have to check their homework more thoroughly to ensure that they are really sure about how to work on the add/subtract/multiply/divide of the real numbers.

To my surprise, many are weak in their fractions.Hence, i have spent more time on portion that involves fraction. Need to correct some misconception like cancelling of terms before converting a mixed number to an improper fraction.

that's abt it. will complete chp 3 by next thursday and will start the standardised test 2 for the 2 classes on next thursday or friday.