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Year 9 Maths - Supply - question

Discussion in 'Mathematics' started by OrangesnLemons, Feb 19, 2012.

  1. I'm on maths supply and just started at a new school on Friday.



    I took the year 9s on Friday and have them again on Tuesday. The ability range appears to be wide.



    They have had a succession of different supply teachers (non-specialist) or cover supervisors for the past 3 weeks and a pile of unmarked worksheets. When I gave them the set work on Friday (first time I had seen them), some of them are streets ahead of others. I have the class all this week. I asked them to bring in all their worksheets etc for Tuesday while I figure out the best approach.



    I have two ideas: (1) find suitable extension activities for the very ahead students (about a quarter of the class) and try and give some extra help to the ones who are behind - mainly but not entirely the more disruptive students - or (2) to arrange them in small groups of 3 or 4 with one of the 'very ahead' per group to 'teach' the behinds how to do the problems and try to work my way around the class gradually marking (without grading) their sheets and identifying their weaker areas for their regular teacher when he gets out of hospital! I think I have them for 3 periods (about 2 hours) this week. Not sure how this will go down with the students though and whether I'm risking chaos?



    Any views as to which would be the best approach or is there one I haven't thought of? This is the first maths supply I have done for quite a while so would appreciate feedback.


     
  2. I'm on maths supply and just started at a new school on Friday.



    I took the year 9s on Friday and have them again on Tuesday. The ability range appears to be wide.



    They have had a succession of different supply teachers (non-specialist) or cover supervisors for the past 3 weeks and a pile of unmarked worksheets. When I gave them the set work on Friday (first time I had seen them), some of them are streets ahead of others. I have the class all this week. I asked them to bring in all their worksheets etc for Tuesday while I figure out the best approach.



    I have two ideas: (1) find suitable extension activities for the very ahead students (about a quarter of the class) and try and give some extra help to the ones who are behind - mainly but not entirely the more disruptive students - or (2) to arrange them in small groups of 3 or 4 with one of the 'very ahead' per group to 'teach' the behinds how to do the problems and try to work my way around the class gradually marking (without grading) their sheets and identifying their weaker areas for their regular teacher when he gets out of hospital! I think I have them for 3 periods (about 2 hours) this week. Not sure how this will go down with the students though and whether I'm risking chaos?



    Any views as to which would be the best approach or is there one I haven't thought of? This is the first maths supply I have done for quite a while so would appreciate feedback.


     
  3. strawbs

    strawbs Occasional commenter

    I would suggest speaking to the HoD should be your first port of call.........
     
  4. You say that the ability range "appears" to be wide. Is this based upon recent and reliable assessment data or your impression after working with the class for a couple of lessons? I ask this because often the first impression you get is not always reliable (it's all too easy, and natural, to be misled by an articulate or inarticulate, polite or rude, confident or shy student).
    I think you need to seek guidance from whoever is leading the faculty (whether that's formally or informally). Other than that I'd teach them something very different and fresh and new in order to get them switched back on to learning. It would also give you an objective basis for assessment.
    A couple of questions: What are the levels of the kids in the class (in my experience top or bottom sets can have a wide range) and what's your specialism(s).?
     
  5. Somebody must have responsibility for leading the dept at this time - if the HoD is absent then a 2nd in dept. - it shouldn't be down to you to decide what to teach them etc. (although it is to your obvious credit that you are prepared to give this so much thought).

    If there is nobody within maths leading the department (due to ill health etc.) then someone on SLT should be doing so until such time as more stable arrangements can be made.

    Having said all of that if you are left 'on your own' then I'd agree with others to cut the losses with the previous work and start afresh with something you have control over and can manage in your way rather than trying to clear up a situation left by others.
     

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