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Same boat. I've changed my curriculum and made it more game based. We learn vocab when we do escape rooms, practice in picture reveals, and apply knowledge on CSI investigations or Clue themed games.
I teach concepts as simply as possible without all the "Math Language", we learn, practice, and apply the concepts all in class and I take grades only from that. Everything is independent and digital.
I teach 7th grade, and one of my challenges is that my students didn't have their foundations like multiplication, so we have been reviewing them every opportunity we get. I like to tell me that students' math is a language, and you have to find your language within math and not just see numbers on the paper. I have had some success with this, but I'm still looking for ways to make it as fun as possible. This past Friday, we played math jeopardy, which got some good engagement. I also have real-life conversations with my kids because it's not always about math.
I tell mine math is a language too! We do skip the Math Language in our concept learning but during game play activities we learn it because we now know what all the weird things are and what they do. We just need the words for them 🙂. I also tell my students mistakes are normal and that they are the drivers in our classes I'm more like thier GPS 😂.
Struggling, just like you. So much to do, so little time.
Same…sadly
Spiral review like it's the gospel.
Now pray for intervention.
I had to explain how I know the slope of a line from a graph of y =x to a senior calculus student that is in his top ten. We are all doomed.
Oh factoring has been a huge struggle with my students. We all end up at a Factoring interactive notebook at some point. Usually, I work it in on Literal Equations. My students seem to grasp it better when we are working with manipulating variables to create the equation we need.
No one is practicing at home anymore it feels like. I know that isn't the case, but I struggle to connect with parents who don't seem outwardly invested in helping their children with their homework, or who don't have time to. I do what I can after school, but a lot of my students need help that they aren't getting at home.
I manage my time as I can in class. I have shortened instructional time for introducing content, lengthened the in class "we do" practice time, and then administered performance tasks to as simple as possible to keep moving along.
I also offer Grade Recovery so if a student of mine is in serious danger I pull them aside during independent work and we work on the missed content and the current content together. I regrade corrected content with half credit for each one we fix.
I recommend extra practice but I don't require it.
It's a struggle. There are too many standards to cover, and students won't focus and do their work. I try not to send homework because it won't get done anyway. We have after-school tutoring, but most students won't take advantage of it.
Teaching math is the worst. A lot of people complain about teaching English, but at least you can give them writing and reading topics they may be interested in. English is really hard to teach, too, but I tell my friends in English that in my class the kids have to use a calculator for even 5 + 3, but I bet they don't need a dictionary to spell every word.