# #mathsTLP 27th September 2015

Welcome back! Starters below:

Starters 27 sept

Lesson 1: Pythagoras (including converse)

[tweet https://twitter.com/mathsjem/status/648197503557455873 width = ‘600’] [tweet https://twitter.com/mathsjem/status/648199282361790464 width = ‘600’] [tweet https://twitter.com/solvemymaths/status/648198539965689857 width = ‘600’] [tweet https://twitter.com/ColleenYoung/status/648199860907286528 width = ‘600’]

Lesson 2:Trigonometry

[tweet https://twitter.com/Craigos87/status/648197685397196801 width = ‘600’] [tweet https://twitter.com/solvemymaths/status/648198928459022336 width = ‘600’] [tweet https://twitter.com/Just_Maths/status/648198672858128384 width = ‘600’] [tweet https://twitter.com/mathsjem/status/648198433417900032 width = ‘600’] [tweet https://twitter.com/siobhanorb/status/648201191021772800 width = ‘600’] [tweet https://twitter.com/stephenbodman/status/648199180175994881 width = ‘600’] [tweet https://twitter.com/rainment400/status/648200100662124544 width = ‘600’] [tweet https://twitter.com/solvemymaths/status/648206747673448449 width = ‘600’]

Lesson 3: Upper and Lower Bounds

[tweet https://twitter.com/solvemymaths/status/648206960769282048 width = ‘600’] [tweet https://twitter.com/mathsjem/status/648201454407299076 width = ‘600’] [tweet https://twitter.com/ReynoldsITT/status/648202995784654848 width = ‘600’] [tweet https://twitter.com/MrsLeaMaths/status/648201709278380032 width = ‘600’] [tweet https://twitter.com/MarionWright18/status/648206187540910080 width = ‘600’] [tweet https://twitter.com/KerryDunton/status/648201718371647488 width = ‘600’]

Lesson 4: Using a Calculator

[tweet https://twitter.com/mathsjem/status/648207839912177664 width = ‘600’] [tweet https://twitter.com/DocendoTim/status/648207986331152384 width = ‘600’] [tweet https://twitter.com/GuideCalculator/status/648208241760014336 width = ‘600’] [tweet https://twitter.com/solvemymaths/status/648208766433927168 width = ‘600’]

Lesson 5: Factorising Quadratics

[tweet https://twitter.com/mathsjem/status/648206202434908160 width = ‘600’] [tweet https://twitter.com/mathsjem/status/648206489421787136 width = ‘600’] [tweet https://twitter.com/mathsjem/status/648205928538480641 width = ‘600’] [tweet https://twitter.com/stephenbodman/status/648205931948457984 width = ‘600’] [tweet https://twitter.com/fractionfanatic/status/648204600982511616 width = ‘600’] [tweet https://twitter.com/MaryBourassa/status/648207676434972672 width = ‘600’] [tweet https://twitter.com/simonteaches/status/648208219748323328 width = ‘600’] [tweet https://twitter.com/martinsean/status/648207475393478656 width = ‘600’] [tweet https://twitter.com/mwimaths/status/648206708918091776 width = ‘600’]

# There is no spoon

I have lots of new classes this year, several of which came to me with poor mindsets about their ability and the likely grades they will achieve in maths. I have been fairly aggressive (no, not like that…duh) in my pursuit of a classroom where errors and mistakes are actively encouraged to be openly discussed and not hidden away in shame.

I’ve reacted to certain situations slightly differently this year:

1. A student laughed at another student’s answer, so I sent them out of the class (with me) to talk to me about their behaviour
2. A student said ‘oh my god’ when another one answered a question (incorrect answer). I sanctioned them and wrote in their planner.
3. A student said “well done” sarcastically when another persisted past an incorrect answer and finally, with some questioning, came to a logical answer that was correct. I stopped the class and made a HUGE issue out of what that student was doing, and how every single one of us makes mistakes, ESPECIALLY ME, because guess what, I have to work with all of your calculations in super fast time to keep up with 25-30 students and that leads to silly mistakes QUITE OFTEN. I asked them how they would feel when, inevitably, it’s their turn to talk about their answer, which is incorrect, and they’re anxious, and they’re not sure what I want them to say, when in actual fact all I want them to say is how they got there. How will they feel, when they know there’s another student just waiting to heckle them, to dig a finger in, and make them feel bad about not knowing something straight away. Funnily enough they have been respectful since.
4. I’ve made a big deal out of the supportive network that the class should be, and how no students are in competition with each other, only with themselves. “What anyone else gets in an exam has no bearing on your life” etc. “If the person next to you doesn’t understand, help them.” etc.

I make a big teaching point out of mistakes, and I make a big point of praising students who talk about their answer, right or wrong. The results so far have been brilliant. Students who at the start of term always answered with “i don’t know, i can’t do it, I can’t do ANY of it” now persist with thinking it through, and usually come up with, at the very least, a considered idea.

I am totally (and purposely) over-reacting to fairly minor incidents of discouragement, which feels a bit weird. But it seems to have worked, and it worked quickly.

# #mathsTLP 20th September 2015

starters 20th September

Lesson 1: Bounds

Lesson 2: Standard Form

Lesson 3: Problem Solving Websites

Lesson 4: 3-D Pythagoras

Lesson 5: Money Mangement and Finance