I just spent 3 out of 4 classroom days out of my classroom. Between taking sophomore girls on a field trip to learn about careers that use math and science, doing a gap analysis between our old curriculum and Common Core, and attending the first meeting of a committee working to close the gap between High School and Higher Education, I have been one busy puppy as of late. I was out two days, back in for one, and then out again.

The day I was back in the classroom, I did try what @druinok

suggested in our chat last weekend. It did not go well. The directions on the board told them to sign up for a problem from the previous assignment, work it out on the whiteboard, and put the whiteboard on the chalk tray when they were finished. My Algebra 2 students actually did a little better with it once they were reminded to read the board and get started. My Advanced Algebra 2 students struggled. In debriefing a bit with them, they did admit that they had done at least half of the assigned problems, but I did not see any of them actually look at their work from before. I will probably have to add to the directions to get out the problems first.

What frustrates me with being gone is that things that I take for granted they should do or know to do (like look at the homework they did if they are working on a homework problem the next day in class) they have seem to have no clue. It's as if they can't, or won't, help themselves. On Tuesday, both my Algebra 2 and Advanced Algebra 2 students started simplify rational expressions with multiplication and division. We started these notes on Tuesday.

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