what happens in secondary school, if a class doesn't make progress?

[Mumteadumpty]

My DC complains he doesn't understand the way his Maths teacher explains things. He's also says that this is true for many others in the class. Who would I approach about this?

First of all, when he doesn't understand something, what does he do? Does he sit there slack-jawed then do no work because he 'doesn't get it'? Or does he ask for help, try to understand the explanations, work hard and get it all wrong?

It is entirely possible that the teacher isn't good at explaining things, but it is also possible that your DS just can't be arsed to make the effort to understand topics that he doesn't instantly get, so try to identify which is which before approaching the school.

If the teacher is the issue, then you could either talk to the teacher and say 'Johnny is struggling, could you keep an eye on him and check his understanding' or contact the Head of Maths if you think it's crap teaching.

Maths teachers are in severely short supply though, so nothing might happen, in which case you need to look at supporting your DS outside of school.

Speak to the Maths teacher in the first place, and then if you don't get anywhere speak to the head of Maths. Is he making progress? What is his target and how much progress has he made this year? However you must only go from your DS point of view and experience, you can't make assumptions that the class isn't making progress as you don't have access to the data.

Also don't assume that your DC has any understanding of how others feel. Your issue is his progress in Maths if you go in claiming nobody understands the teacher your problem will just look like a vendetta. Ask about your child's progress and talk about he feels. Good luck.

We have had a similar thing with our DD's maths teacher!! She'd been saying he didn't explain things well and also that they should have been taught certain things previously and it was up to them to find out what to do. Her level fell back quite a bit, it's picked up a bit this term though but is her lowest level, whereas before it was one of the higher ones. We spoke to her form tutor in the first instance, who had already been contacted by two sets of parents along the same lines. We were told that when a teacher had received a certain amount of concerns, it was school's policy to refer it to the Head of Maths for them to monitor, so this is being done. Don't be afraid to speak/email the teacher, form teacher or Head of Year especially if DS knows other are struggling.

My DD's form tutor said they should all back eachother up, so if one says they don't understand the others must also join in if they agree. Our DD is quiet so this doesn't come naturally for her - it hasn't stopped her staying in the top sets though and flourishing in a couple of subjects.

There is lots of monitoring taking places in schools, in the very unlikely events that a whole class is not making progress I would expect the school to be aware of it.

As a secondary teacher I need to inform my head of department, who will pass the info on to the head of intervention I am putting in place for every child who is underachieving.

Before contacting the school have a look at his exercise books (he should have got through more than 1 by this stage int he year I would expect), as these sometimes give an insight. Have they been marked? If so is there any evidence of feedback? What are you seeing from the work? Is it clear that your ds has made an effort, and then got it wrong, or is there little evidence of his effort?

And when you go to the school, make sure that you have the book available, because it will help tell the story.

I think there is probably some truth in what you say Noble, which is why I hesitate. I don't know if it is my child or the teacher, or even a bit of both. I suppose I wonder what the school would do if a lot of children in a particular set start to 'drift'

MUmtea, I have never been in that situation so I don't have a clue. But I can't imagine any school would not be on top of it, if that was the case.

Hi Mumteadumpty:

This may not work - but have you considered reviewing the concept his homework is based on before starting the homework.

So, for example, say he was working on probability problems but couldn't quite recall how to do it have you consdired typing in How to do probability on a search engine and seeing what you get?

BBC Bitesize KS3: www.bbc.co.uk/education/topics/zgf3cdm - often has simple explanations of topics covered which just help to review terminology & process. Sometimes there are games/ activities.

So I typed in 'How to work out probability KS3' - and got:

www.bbc.co.uk/bitesize/ks3/maths/handling_data/probability/revision/7/ - from BBC Bitesize

came across this useful slide show which sums up basic KS3 concepts - including probability: www.slideshare.net/torixD/preparing-for-ks3-probability-formulae-and-equations-ratio-and-proportion-percentages-of-quantities-and-fractions-of-quantities - I tend to bookmark stuff like this

Came across this teaching pack from Lancashire Grid for Learning (very reliable web page IME): www.lancsngfl.ac.uk/secondary/math/download/file/PDF/SB7%20Part%203%20Unit%207%20Probability.pdf

tried video options and got this:

I frequently use Corbett Maths videos - huge long list - just look up area you need help in and watch - corbettmaths.com/contents/ - this is what he had for probability - corbettmaths.com/2013/06/15/probability/

Sometimes watching a video - having the opporutnity to rewind (which you can't always do for your teacher) - can really help clarify the process and once that's clear the work is fairly straightforward.

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When you talk to the teacher - I think the thing I'd be interested to learn is whether there are gaps. i.e. he gets multiplication tables but is not applying that knowledge to fractions to create common demoninators when adding simple fractions 1/3 + 1/4.

It may be that he knows times tables but is shaky on inverse times table facts or can't apply that knowledge to more complicated problems like 236 x 89 or word problems.

If any of the above is the case - I suspect practice, familiarity with the concept and a bit of confidence as he improves will make a huge difference.

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Finally - I know that often kids get daunted because they fell everybody is 'getting it' lickity split whilst they're really having to think. Please reassure him there will be aspects of maths that will make them stop and think - the point is to recognise you're finding it tricky now and do something about it then so you can both keep up and move on. (I personally think persevering and working through a tricky patch in maths is a great life lesson and worth experiencing - gives you a lot of confidence to tackle something challenging in future).

HTH.

Thank you PSBD, that is really helpful.