'I don't understand the rest...'

[Frlrlrubert]

'I don't get it'. From a year 10.

Makes me want to scream into a pillow.

We set two weeks of work (during which they can email) and then the 'assessment', which we mark.

One year 7 child has actually had the independence to email me.

Surely by year 10 they realise 'I don't get it' isn't on?

Arrrgh!

Right, off to compose a polite and helpful reply to that.

[likeafishneedsabike]

We don’t put up with it in class and don’t really need to put up with it now!
I would just reply that you are available to answer any question at x and y times and look forward to seeing their submission.

[blueglassandfreesias]

Lecture them about resilience and taking responsibility for their learning. I work in a primary school and 'I don't get it' is not allowed!

[Frlrlrubert]

That was on their submission! Like 20% answered and then that.

I just redirect to the work they should have done (where the answers are) and tell them to come back to me with specific questions if they are still struggling after than.

[ihearttc]

Just to play devils advocate here (I’m a TA btw that’s why I come on here) my own Year 10 who is very able and self motivated normally has also said “I don’t get it” many times over the last few months not because he is being difficult but because he simply can’t concentrate on anything after learning at home for 3 months.

So whilst I don’t doubt that by Year 10 they need to show resilience, it may also be that they have just reached capacity and can’t take anymore trying to work the answers out and just want some help.

[Frlrlrubert]

Good point. She is one of those that struggles to work independently anyway.
You know, the 'try and get away with not writing anything until we go through the answers' types.

But there were questions past the point of 'don't get the rest' that were almost the same as question 1.

It's just one of those phrases I hate.

(I spent yesterday doing pastoral things which isn't really my bag so I'm a bit tetchy today I think).

[Popfan]

I think it's really hard being a teacher (believe me I know!) during this time but also incredibly hard being a student sat at home on their own trying to work and manage without the support of their teachers being physically present. I agree with the pp that some kids have just reached the end. A student that struggles to work independently in school is going to find it doubly hard at home.
Are there additional learning needs? My DS in year 7 is dyslexic but manages well enough at school. He's found it much much harder at home though. His teachers have been amazing and spent time emailing separate work as he was struggling to work out what to do when tasks where spread over a power point (usually as part of an online lesson via teams). This has really helped. They've also caught up with him 1-1 via the teams to check hes ok. He is at a state secondary by the way before anyone asks!

[Noodledoodledoo]

I have been trying to get my students to give me more concrete questions. ie I don't understand Q2 but all I get is random what do I do with the numbers - there are a lot of them in a maths task, I don't get it, Miss I can't be bothered to watch the video so I am going to put in random numbers and message you that the online system is marking it wrong! Anyone else counting down.......

[Frlrlrubert]

No additional needs. Probably drip feeding it's the first work she's submitted (told not to make contact to 'pester' before this) since the start of lockdown, after I was finally allowed to email parents.

We're in today to plan next weeks return so hopefully she'll come in for some face to face and that might help.

[SansaSnark]

Yeah, I do think this is tough. I think sometimes it's down to not being able to articulate the problems. I have tried to train the children who email me to ask specific questions or even say "I am struggling with question 2"- rather than "I don't get it" because it doesn't give me much to go on.

I do think in this case it seems like she's given up at the first hurdle.

I know it's a hassle, but I have done lots of praising students (even in year 10) for even fairly minimal effort, and it has slowly encouraged some of them to try more - Like "You made a really excellent start, are you able to have a go at Q5 as well?" type stuff.

[Frlrlrubert]

Oh yes, unceasingly positive. I'm giving masses of praise just for having a go at the moment!

We're going to try to make their partial return fun and positive as well.

I have my fingers crossed more than one of my 'pod' show up