This was supposed to be my last post at the end of May, but I got myself looped into teaching summer school at HLO for those needing Math recovery credits. So I am a "little" late. I have just completed my first year back at HLO during "COVID season." --Whew. With a week break, I stepped right into shaving cream. With as much satire that Mark Twain and Doug Johnson would enjoy, I set myself up to grade strictly on progress, rather than accomplishment. Using ALEKS, and a combination of reminders/peering over their shoulder when I see a Stop sign alert, I try getting them into a conversation about the "lame" rules they have to follow in order to complete the problem or task. This has reinforced what I have felt about for years; the students who are uninspired by traditional math tactics now have my undivided attention, and can speak at length why these "lame" rules work. ALSO, I find that the atypical student who (I won't say is a failur
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