**Some random thoughts:**

I like how SBG gives confidence to my Math 1 students. Students who have not passed math or passed with D's are doing better (grade-wise) than they have in the past and I think that has kept them paying attention at least. Problem is, the first nine weeks up until this week was pretty easy content-wise for them - all things they have seen before. Not doing homework (or much of it) probably didn't hurt them too much. We got into solving equations this week and now it's becoming more difficult. They need to do practice in order to be successful. My classes were fairly engaged today as we went over equations with variables on both sides - my 3rd period in particular asked some good questions which really impressed me. However, I am still struggling with the "how do I get them to do practice (i.e. homework) outside of class" issue. For that matter, it is still a struggle with some of my kids to get them to do practice in class in the last 10-15 minutes of class. It's like they have used up any restraint they have paying attention to the lesson and participating in that and they have nothing left to work through any problems in class. Anyone have any suggestions for me here? Do I go back to checking homework and recording that it's done, partially done, or not done? I like not having to walk around and check it and I don't know if that will carry any weight with them. Anyway - any and all comments and suggestions are welcome here.

Calculus is, well, the same struggle it's been all nine weeks. I have kids coming in for reassessments to "pull up grades" I'm sure - not to learn it. A couple of them have asked some really good questions as we have worked through the limit and continuity concepts, but it is obvious to me from their questions that this group is so incredibly low for a Calculus group. There are so many pieces of things they should understand that they have not understood until I explained it to them. Things they should have gotten in Algebra 2. Usually by now I have been doing derivatives for about 2 weeks and we haven't even gotten to the definition of derivative. We'll start that tomorrow.

Algebra 2 and Advanced Algebra 2 are working through systems of equations. With their quizzes this week it is becoming apparent to me that homework is an issue here, too (like in my Math 1 classes). The quiz was on graphing, substitution, and elimination methods for solving systems of equations. In my Advanced Alg 2 class, they did not do well on graphing and substitution but did fine on elimination (which we had covered last). In my regular Alg 2 classes, they didn't do well on all 3 but did especially poorly on graphing and substitution. I was especially disappointed iin my Advanced Alg 2 kids because I expect them to work to learn the concept and I feel they were not practicing my class as much as they should have since I wasn't checking the homework. Again, it's the end of the grading period and these are the kids who want to have all As (and Bs), so you know they are concentrating on making sure they have done what they need to. I think my regular Algebra 2 kids have similar problems to my Math 1 kids - they aren't using their time in class well at all.

**The State of Reassessments**

As far as reassessments go, my Advanced Algebra 2 kids and my Calc kids are the main ones coming in. I have some Algebra 2 kids coming in as well but as far as Math 1 kids go, very few (if any) have been in. I know I am not doing the best job of reminding them to come in for reassessments and help. This is something I am struggling with at the moment. Part of the problem is that I have been out of class 5 times in the last 3 weeks between meetings, my own personal day, and a sick day since my kids were sick. (I probably should have taken a sick day Wednesday for myself but with having kids coming in for reassessments plus with Calc having a test Thursday, I didn't want to miss yet another day). Since I've been out of class so many times, it's hard to restart teaching and remembering what all I wanted to go over. Plus, with SBG being so new to me, I'm not quite in that groove I need to be to "sell the system." (I don't know what other phrase to use - but I guess I mean the getting students to buy in to come back and get help on what they haven't mastered and then reassess.) I want students to take responsibility themselves and come in. After parent-teacher conferences, I had a couple of students ask about reassessing but then they never followed up. I'm not their mom - I don't want to have to keep haranguing them about it.

**But**, I do want them to learn the material. So, now what?

**Overlying Questions**

So, here's what's floating around my head at the moment:

1) How do I deal with the homework issue? That is, how do I get my students to buy in that they need to do outside of class practice even though I am not grading it?

2) What do I need to be telling my students about reassessing and coming in for help? How often do I need to mention it? How do I get them away from playing the grading game and get them to want to do it to learn? I know I can keep saying it but at some point, they are going to shut me off. Do I just let it be?

3) In the current #sbarbook we're reading (

__Never Work Harder than Your Students__by Robyn Jackson), she suggests having a remediation system set up with red flags. For example, if a student's grade falls below 75%, they have to do (something). If a student scores less than a 3 on 3 or more concepts on a test, they have to do (something). Etc. Has anyone tried this? What did you set up? Does anyone think this is worthwhile? What are some good interventions for students without making my life crazy (in other words, forcing them all to come see me for help)?

4) The other suggestion that is floatiing in my head from Jackson's book is about modeling. I don't think some of my Algebra 2 students and most of my Math 1 students know how to take good math notes or how to work through homework. Today, when I told my Algebra 2 kids to keep their quizzes out and write down the right way to do the problems, they actually did. When I've gone over their quizzes in the past, I don't think they've done that. I don't think they have any clue how to take notes or even how to organize homework. Does anyone have any good suggestions on how to help them take good notes and do better homework? How about sample "problems" with good examples/good non-examples of what to do? Or any other suggestions on how to help them in these areas?

**An Apology**

If you've made it this far,

__thank you__. I apologize for asking so many questions and offering little suggestions of great things I'm doing in my classroom that you can use. Right now I am just at the point where I need some guidance and I know the twitter-blog-o-sphere is a great place for that. Any and all suggestions are welcome at this point and hopefully in the future, I can give you something useable. Thanks.