Maybe put more effort into it, like you should have with this post.
Ok, I should have put more effort into it, I just posted this on the way home, but got any tips regarding teaching?
As @bitsofbeard said, without more context it’s just going to be vague advice. Did you assess what they aren’t understanding in the concept you’re attempting to teach? Are you able to break the problem down into steps that logically follow each other? Do you have a thorough enough understanding of the subject to be able to explain it to someone else?
What kind of problem set are you working on? What approaches did you try with your classmates? If you are able to answer these questions, it would be easier to give you tips that fit your situation.
How do I reach these kids?
Another breakthrough treatment
Both very effective ways.
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Fly swatter, eraser for bigger distances.
You are the asshole
The best math teacher I ever had was my high school algebra / geometry / calculus teacher.
Our class format was 1) first half of class, students group together to practice the thing from the day before, 2) second half of class, new concept for the day is taught.
With the class format, his method was to deliberately block the board as much as possible when teaching the new material. He knew that when we got together in group the next day to review it, we’d basically have to teach ourselves what he introduced the day before using our textbooks and the main-point-scraps he allowed to shine through, and it would stick better that way. And it worked.
In effect, give them the resources, and teach them to teach themselves. Sounds odd and counter-intuitive, but it can work if you structure it well.
That is way more work to decipher than I care to do. What was the actual problem and why not make it a little easier to grok?
Understanding and formalizing the problem is 90% the effort. The rest is just algebra. Work on that. Dimensional analysis is a fucking chainsaw powerhouse of a tool. Use it.
You didn’t state the problem and I don’t know German, so I’m guessing you’re solving for the time of two trains?
It helps if you organize every problem into 3 steps: 1) what is the given info from the problem? 2) what core equations are we using? 3) how do we use #1 and #2 to solve the problem?
Your notes show these steps but if you can organize it well enough that it’s easy to understand just by looking at the blackboard, that will make everything smoother. Write the given info as bullet points. You’re using S=VT as the core equation, so underline it and write out what each letter stands for. From there, write each step vertically.
The first thing is basic organisation of the problem and of its solution. The board is a mess, it’s hard to track which line leads to which, and yet this is essential to follow the reasoning. You can train that into your students with simpler problems, but requesting them to go thoroughly with them, in an ordered way; it’s also a great way to introduce new concepts so you don’t lose time.
This is important because, a lot of the times, students have a good grasp of the underlying concepts but struggle to chain them into a logical reasoning (it’s fine if it’s idiosyncratic, as long as it is there). And 5min later they don’t follow what they just did.
A lot of the students will suck major balls on the maths necessary to ground the physical concepts. That will take a huge time, so work in conjunction with the maths teacher to drill them in that. I remember Chemistry uni students not being able to calculate pKa because of fucking Baskhara, of all things.
Notation matters, you want to avoid ambiguity like a plague. A
tis not a+, and the fraction in the second-to-bottom line is ambiguous (is it supposed to represent[] / 2, or80 / [(2t+1)/2]?Include the units into the maths, and encourage your students to do the same. Sometimes which formula you need to use becomes obvious from that alone; e.g. if you want distance and you got
v=80, t=4, you’ll need to remember thats=vt; but if you were to listv=80m/s, t=4sinstead, by the simple fact that distance is measured in metres you already know “well, I can cancel1/swiths, so maybe I just need to multiplyvbyt, no?”kmh ≠km/h !
Try making it legible. I can’t make out most of it because the characters are not clear and they are not lined up well enough to understand the flow. Maybe hire someone with better penmanship than you.
