The teacher and the students were actively involved in suggesting corrections to failed students. The 3rd grade students were each required to draw lines of certain lengths and then the teacher would re-measure all of them to ascertain accuracy. The level of student-teacher interaction was therefore very high and the teacher had personal understanding of the level at which to engage each student.
Great discrepancies were however clearly evident in the rate of content understanding, especially between the relatively older and the younger lot. The teachers gave special emphasis to certain students who were slow at learning, which demonstrated their commitment to Individualized education Program (IEP). The SETSS teacher was indeed very accustomed to the IEP.
I offered to assist Mr. Jacob the grade three SETSS teacher in assisting and personally analyzing the difficulties associated with teaching one of his students, and he happily obliged. I was allocated a nine year old female student, who to him was considered to be one of those lagging behind in understanding the subject.
I spent one hour with the student on the first day of my assessment and two hours on the second day, the two sessions from which I compiled my report. On the first day I decided to dwell on a previously covered area, addition and subtraction of two digit numbers. Luckily for me, she was cooperative right from the beginning.
This particular student was good once the class kicked off and she was reminded the basics. She could easily work out the tests I gave her at the end of my initial one hour with her, and she was very encouraged when I commended her good work. She was able to follow my examples and come up with her own solutions.
However, she got stuck when I removed from her sight the examples I had worked out for her, and she kept referring