Anonymous wrote:Let me guess. This is Rose? Sounds like hom. My D had him for Discrete, and this sounds oh-so familiar. If tge issue is Kirk or Schwartz, I would question the account, but if Rose, complain and loudly. And don't try to be nice because he will try to turn it on the kid and suggest it is about their feelings. PS. The reason he doesn't get tests graded 8s because he is squandering his planning/grading periods trying to hang out with students in other teachers' classes or posting on Twitter. He literally told my kid's class that. He is tge one teacher I complained to Ostrander about. My kid did a great job standing up fo herself, but it wasn't enough. Nothing is enough because they have no one who can take his place.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t want to be mean, but it sounds like you’re very involved in the details of your high school student’s class. I have no idea how many assignments, points, tests, quizzes, etc. my magnet student has. Managing that is their job.

That said, what exactly do you think should happen based on your post to an anonymous board? Sounds like you’ve already talked to the teacher and magnet coordinator, which is probably the most you can do beyond working with your kid on study skills and time management, and encouraging them to go to iffice hours if they’re having trouble with content.

A good parent should be. Talk to the principal.

Talk to Ostrander and Johnson.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My student took this math teacher (he is in college now) and the teacher makes this class the hardest out of all 4 years of Blair STEM magnet program. The teacher assumed everyone will sit for the Calculus BC AP test, must get a score of 5, and will be a math genius with his instruction of Pre-Calculus C and functions.

Sometimes the class average was low B or high C on the big test and he said to the class you can do better in the next test. Based on his stubbornness, some students lost their math interest. Anything you do is never competent for the class. I completely agree with the OP.

So the teacher had high expectations. There are other threads on this board that complain about a lack of those and grade inflation. It just seems like this is another example of people being upset with whatever they do. If they lower expectations and give out more A's, people also complain.

Exactly

Anonymous wrote:

Anonymous wrote:I don’t want to be mean, but it sounds like you’re very involved in the details of your high school student’s class. I have no idea how many assignments, points, tests, quizzes, etc. my magnet student has. Managing that is their job.

That said, what exactly do you think should happen based on your post to an anonymous board? Sounds like you’ve already talked to the teacher and magnet coordinator, which is probably the most you can do beyond working with your kid on study skills and time management, and encouraging them to go to iffice hours if they’re having trouble with content.

A good parent should be. Talk to the principal.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My student took this math teacher (he is in college now) and the teacher makes this class the hardest out of all 4 years of Blair STEM magnet program. The teacher assumed everyone will sit for the Calculus BC AP test, must get a score of 5, and will be a math genius with his instruction of Pre-Calculus C and functions.

Sometimes the class average was low B or high C on the big test and he said to the class you can do better in the next test. Based on his stubbornness, some students lost their math interest. Anything you do is never competent for the class. I completely agree with the OP.

So the teacher had high expectations. There are other threads on this board that complain about a lack of those and grade inflation. It just seems like this is another example of people being upset with whatever they do. If they lower expectations and give out more A's, people also complain.

My DC took the Functions/Analysis track. There are some magnet teachers who delay grading for a long time. It seems hypocritical for a teacher to not give feedback for months and then grade a child down for turning in an assignment late, but they grade the student down for turning in assignments late. Either the teachers are terrible procrastinators or want to keep the kids in the dark about their grade until the end so they don’t slack. I don’t support slacking but these kids are under so much pressure with AP that it’s helpful if they can choose how to best use their time. That’s a real-life skill they will need.

Anonymous wrote:I don’t want to be mean, but it sounds like you’re very involved in the details of your high school student’s class. I have no idea how many assignments, points, tests, quizzes, etc. my magnet student has. Managing that is their job.

That said, what exactly do you think should happen based on your post to an anonymous board? Sounds like you’ve already talked to the teacher and magnet coordinator, which is probably the most you can do beyond working with your kid on study skills and time management, and encouraging them to go to iffice hours if they’re having trouble with content.

Anonymous wrote:

Anonymous wrote: I think the teacher takes long time to grade because he has to check each step of the work. The grade is not only based on the final answer, sometimes even a wrong answer but with all the correct steps -- the teacher will deduct less points. This is even more so for analysis.

Other math Magnet teachers provided feedback within a week of the test taken except for the Pre-Calculus C/Analysis I teacher. If he can not grade the exam within 3 to 4 days, he should have given a shorter version of the tests that is reasonable for him to grade. He can provide other opportunities for students and can assign some grades to all of the homework assignments. Each Pre-Calculus/Analysis I test is so significant (as OP stated 120 points or more), there is no way students can just focus on his Math class 24 hours of the day. The teacher needs to reconsider his approach and think from student's perspective. He should build confidence in students IF they have to retake this in college. He was not easy to work with.

Anonymous wrote: I think the teacher takes long time to grade because he has to check each step of the work. The grade is not only based on the final answer, sometimes even a wrong answer but with all the correct steps -- the teacher will deduct less points. This is even more so for analysis.

Anonymous wrote: I think the teacher takes long time to grade because he has to check each step of the work. The grade is not only based on the final answer, sometimes even a wrong answer but with all the correct steps -- the teacher will deduct less points. This is even more so for analysis.

Anonymous wrote:

Anonymous wrote:My student took this math teacher (he is in college now) and the teacher makes this class the hardest out of all 4 years of Blair STEM magnet program. The teacher assumed everyone will sit for the Calculus BC AP test, must get a score of 5, and will be a math genius with his instruction of Pre-Calculus C and functions.

Sometimes the class average was low B or high C on the big test and he said to the class you can do better in the next test. Based on his stubbornness, some students lost their math interest. Anything you do is never competent for the class. I completely agree with the OP.

So the teacher had high expectations. There are other threads on this board that complain about a lack of those and grade inflation. It just seems like this is another example of people being upset with whatever they do. If they lower expectations and give out more A's, people also complain.

Anonymous wrote:My student took this math teacher (he is in college now) and the teacher makes this class the hardest out of all 4 years of Blair STEM magnet program. The teacher assumed everyone will sit for the Calculus BC AP test, must get a score of 5, and will be a math genius with his instruction of Pre-Calculus C and functions.

Sometimes the class average was low B or high C on the big test and he said to the class you can do better in the next test. Based on his stubbornness, some students lost their math interest. Anything you do is never competent for the class. I completely agree with the OP.