INSTRUCTIONAL PROBLEM

INSTRUCTIONAL PROBLEM: An Outline

INSTRUCTIONAL PROBLEM
ST. JOHN’S SCHOOL 2006-2007
GRADE 5 MATH

I have observed and experienced the struggle in letting the students become up to par with the standards of St. John’s School curriculum.

There is a majority which make their home works just an hour before the class or sometimes during the intended class. In so doing, they do not meet the purpose of having the homework as an extended skill practice. Thus, they answer without much effective deliberation. As a result they have poor grades and they do not progress as expected. Being a teacher, I have to repeat the discussion for the sake of these students: “No Child Left Behind”.

Secondly, there are those who do not seem to understand the lesson no matter how much accommodation and repetition during the discussion. The lectures I do involve various activities that will make them more engaged. However, I discover that the problem lies on the inadequate knowledge they have acquired. Since Math is a progressive subject (that is, new learning depends on past learning), these students have difficulty in acquiring new concepts and set skills.

Lastly, there are students who seem to understand the discussion and do the classwork satisfactorily. However, as they come back the next day, they entirely forget the lesson, akin to having an amnesia. This is so frustrating because this drags the whole class from following the intended lesson schedule.

In all these, I conclude that St. John's Grade 5 Math students lack the appropriate study skills that would adequately meet the school curriculum standards.