Jan. 31st

Today was the first official day for me to take over the Algebra Classes I am teaching this semester. I walked into the school around 7:30 this morning with a slew of confidence in my mind, as I had prepared a somewhat simple yet elegant lesson plan. During my first two hours, since I have the same kids for both Pre-Algebra and Accelerated Mathematics, nothing out of the ordinary happened. It seems that I am making a decent connections with this group of students considering I see them for two hours a day instead of one. A few students, on the other hand, seem to have taken a disliking to me. As I am helping a few students during the Accelerated Math class, a class that uses math remediation as its focus, one of the students said to me "I like the way Mr. Blah says it better. Your way is confusing." In a way, my feelings were hurt, but obviously my cooperating teacher is going to be quite a bit better at explaining concepts to our students than I am, so I wasn't that distraught. On the other hand, I can't be that bad....right? Well my thinking when it comes to students is to not guide them to the answer as much as they might guide themselves to the answer. This, apparently, is not something this particular student liked. Oh wow, I started this post off with my first taking over Algebra class and here I am blabbing about Pre-Algebra class. My most sincere apologies....not. Seriously, though, back to the main topic.
I had prepared a lesson for my two Algebra classes multiplying binomials, but this lesson was on multiplying special cases of binomials. It was something that is rarely used, as I had forgotten about such a method since my efficiency with the Mnemonic FOIL was superb. One was the use of the difference of squares while the other technique, or shortcut, was about squaring binomials. I started my 4th hour class off with a little "Bell Ringer" assignment as a way to see what kind of answers they would give me. Many resulted in just squaring the two terms in the binomial separately, which is a common mistake at this point. All seemed to be going well until i showed them the "formula" for squaring binomials. They went ballistic with I-don't-get-it's and this makes no sense, until finally I calmed everyone down and worked out the same problems I gave them by using FOIL, and showing them where the formula is derived from. Luckily, this came with greater success and so I gave them the homework they would be working on. My cooperating teacher and I have the same mentality when it comes to group/partner work and time to work in class. We both know that these students have other classes as well as our class so the last thing we need to do is give them an hour of work to do at home. Anyways, many people didn't even use this "formula" for squaring binomials and were quite efficient as using FOIL. I was fine with this because the use of FOIL is more important than this little "formula." I did go around and let them know how it worked, so that they understood there was an easy way to come up with an answer. Most got nearly finished with the assignment before the lunch bell rang. The only thing that bothers me about this class is there is a pair of students, that I believe make fun of me every single class. I let it slide because they aren't really obvious, but then again, I do have some weird body motions.

Anyways, my 5th hour class roles around after the 30 minute lunch discussion about catastrophic snow storms in recent memory, or about 10-20 years before I was born. Students make their way into class and are constantly asking if I think we will get out of school the next couple of days. Of course I reply with "You are getting out Friday, is a three day weekend not good enough?" They reply with a resounding no. This class went relatively smoothly except for the fact that half the class didn't listen when we were explaining a topic, but then wonder why they don't understand it. I wish I could figure out what is going through their minds, when they think they can pass or do well in the class without paying attention at all. I get stern with a few students for misbehaving, and it was a surprise to some of them, considering I don't get mad very easily. Welp, here I go again on this tangent. Back to my lesson at hand.

My 7th hour, so far, seems to be my most cooperative and fun class to have. They seem to really listen to me when I am in front of the class, and they do a good job at completing their work and goofing off at the same time. During this class, they got even more confused about the "formula" for squaring binomials. I spelled it out for them multiple times until I gave up and decided to just assign their homework. While they were completing it, I walked around and made sure some were using this new technique. The ones who were trying kept leaving out parts. I told them if they weren't comfortable after I re-explained them the "trick," I would let them go ahead and use FOIL. Some understood it the second time through. Some thought they didn't understand it but flew through their homework using the method. I was surprised to find that almost the entire class finished their homework. Today the getting hit on antics have gone down a little bit, well a lot bit, but you understand where I am going with this. Instead of being blatant about it, some of the girls just try to ask me things, sometimes a little too personal that go unanswered, and then they just give me big old smiles. They also give me that "look." Girls and guys know what look I am talking about, I try not to keep eye contact for very long if I get this look, but either way, getting just this is a heck of a lot better than getting my nail drawn on or being asked if I'm married.