Marking papers is like riding an emotional rollercoaster – the pride and joy of reading some pupils’ well-structured logical mathematical workings one moment, followed by the sinking realisation that at least a third of the class didn’t quite grasp bearings.
I am pleased to say that, for the most part, the results were not as horrendous as I had at one stage feared they might be. However, there are a few key pupils who stand out as failing to make the progress they should.
Is it my teaching that has failed them? There are some topics with which the majority of the class has struggled and I can only attribute this to my not making the subject memorable and concrete.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here