The WBT classroom moves quickly and energetically. But what about the few students in my classroom who are 2, 3, 4 grade years behind? My class gets bogged down when a student raises his hand and says, "Mr., I don't get it" "Can you do that again?" And I love this one: "I have no idea what you are talking about." For example, teaching quadratic factoring to high school students, when some of them don't really know what a prime number is and/or don't know their multiplication tables. Before you know it, I'm at the board for 15 minutes doing more examples. The slow student is still frustrated, and the others are getting antsy. How do I handle this? Thanks!

I have a 6th period class with three or four of those types of students.. they were truly holding back the rest of the class.

To help fix this issue I started grouping them near me in the same area. When this happened the first time in class, I would give the rest of the class a problem to try alone - then I would do a more guided example with just those students. This would help the ones that really needed help.

Then if it happened again I would have every student cover their eyes and vote:
Hold up 1 finger this means: I understand and I am ready to work alone
Hold up 2 fingers this means: I need to look at my notes, but I think I can do it
Hold up 3 fingers this means: I can't do this, I need to see another example

If I had a lot of 3's then we did another example - if the whole class is lost what is the point of pushing through?

If I had a lot of 1's and 2's then I passed mandatory tutorial passes to the students who were behind, and pushed through with the rest of the students. It is amazing how mandatory tutorials have helped their math knowledge, and self confidence...

Sara,
I'm working with structuring my tutoring hours in ways that will most benefit my students, and I'd LOVE to find out more about your Mandatory Tutorials. Is it after school, or during another period like lunch or their PE?

Thanks!

Jackie

We are set up on a teaming system, so during 7th period all of my students are in an elective class. So often mandatory tutorials take place during this time - unless it becomes a repeat issue, or needs more time - then I push for after school. Either way after school or during school, I always contact the parents, I want them to know that these are not optional tutorials... my students don't want to lose their elective or have me calling home - they work hard in class to aviod this system.

Here's the thing, I don't kill myself hunting them down I will give them a pass as a reminder, if they don't show then I give them a detention and I tell them that we will get it done one way or the other.

I also have optional tutorial times for students who just have a few questions and are responsible enough to show up on their own.

This is a great idea .. for AVID i have implemented AVID Club. I check on students with any grade lower than a c they are given 8 chances a week to make it to tutoring. Tutoring is during lunch or after school, both are 25 minutes. When they are in class the cannot sit next to anyone and they have to have homework out on the desk. If they are working for those 25 minutes they earn a check next to their name. They must have 3 check marks by thursday afternoon. If they don't I have a slip already written out for the school to hold them in friday school ( 1 hour after school). The students really dislike having to stay after on friday

I have a teacher at the Middle School who does this also. Very Effective. Come work for SJUSD? Hello Chica. TOY

Having students with differing backgrounds is just one of the road hazzards of teaching.
There are a variety of online math tutoring sites that you might try for the lower students, or for the more advanced who are getting bored.

I love this idea and will definitely use it!
Thank you!
Nimmy