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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I observed my DC’s Honors Geometry class at Open House. This was a MS. It was not how I was taught math. There was no large group instruction. The teacher assigned a few things to do and then walked around the room answering questions. I thought it was really effective, and I loved how she answered the questions. She had a variety of strategies, depending on the question. If it was something she thought would be confusing to others, or multiple kids had the same question, she stopped and explained to the whole class. If a kid had an issue that another kid had just worked through, she’d have them work together so the one who’d just figured it out could help the one who was still struggling. I was impressed.  [/quote]

That works for some kids but not all. I would’ve hated that. I need someone to do a lot of examples before I try them on my own. I would’ve been highly frustrated in a class like this.[/quote]

Me too.  Works for some, not others.   +1000[/quote]

My kids seem to be able to get to the correct answers in honors geometry, ,but inevitably miss points in the 'explain why.'  Their explanations seem logical to me, but aren't in the format or the specific content that the teacher wants.  (One was a long, verbal explanation when apparently what the teacher wanted to see was "side-angle-side."  I get having the kids teach themselves-- not a teacher, but it seems like a decent way to learn.  But then don't teachers need to be more flexible on these kids of questions?

Another frustrating example from the first quiz of the year, my dd missed a question that literally said, "Name three things that you see in this diagram."  She said 3 geometrically-related things (point, line, ray or something like that) and got it wrong.  Never did figure out what the teacher wanted, but with a vague question like this IMHO the teacher needs to accept literally anything you write ("page number, ink, white space" would not be an INCORRECT response to that question).

So I think there's a disconnect between teaching style and expectations.
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