I learned a new word while reading a sex scene tonight, and I’m both surprised and a little alarmed by that. I thought I knew all the words for the different ways humans can rub their bits together! I did not.
(That’s all I’ve got. My students shit the bed on another test today. If someone can explain to me what I need to do to keep 8th graders from consistently, from year to year, underperforming on anything I call a test, I would absolutely love to hear it, because nothing I’ve ever tried has worked. You’ve seen this post before, and I’m pre-exhausted by it without even writing it.)
It’s been a few days since I’ve given you any kind of proper post, so let’s see what I can scrape out of my brain tonight.
This’ll do: I wanted something a little different from usual for today’s lesson, as we’ve been working on solving equations for weeks and I’m tired of Google forms and worksheets and their textbook is still pitching too high for them to hit. I found an assignment I liked in my partner teacher’s class and imported it over to mine; basically a Who Wants to be a Millionaire? type game centered around the right kind of math. I played through about half of it to make sure it fit what I needed it to do and called it good.
I tell my first hour they’re my guinea pigs a lot of the time; they’re my brightest of my non-Algebra groups and they’ll both notice and let me know (neither of these things are guaranteed) if something is wrong with an assignment. And kids quickly start coming to me with bewildered looks on their faces. “Isn’t the answer to this a decimal?” and other similar questions.
Shit. Naturally none of the mistakes in the assignment were in the part I looked at. They’re all in the back half. And it turns out that three of the questions out of, like, fifteen have wrong answers. And this game is multiple choice and it makes you start over if you’re wrong. I find myself writing things like THE ANSWER TO THE $32,000 QUESTION IS D, JUST TRUST ME on the board.
Give yourself a pat on the back if you have already figured out that I eventually determined that all of the questions on the assignment were created by AI, which apparently can’t even do eighth grade math right. It took a few minutes but I was able to figure out how the assignment was created and pulled together a new one, and four of the questions on that were initially wrong, but this time I knew to look for it and could edit them. I managed to get everything fixed before my next class started, but I won’t be using this service again.
There was a disclaimer that “questions should be reviewed for accuracy” at the bottom of the screen, of course.
Absolutely Goddamned ridiculous that these people would rather rely on AI that they know is fucking up than create a bloody question bank. Idiots.
I dunno, maybe they just need a better teacher, but holy shit have my students been shitting the bed on tests lately. The first ILEARN checkpoint was last week, and that was a nightmare— the 8th grade pass rate is about a third of the rest of the building– and all of my classes took tests today, and … God, I wanna throw up.
I think I’m going to actually put the answers to the test in the notes for the next test. I’ve put them on the board and still had about 30% of them fail; let’s see how they do when they literally have the answers on their desks.
I’ve been actively working to increase my leadership role in my building this year after several years of stepping back from any kind of after-school or committee obligations. I’ve had my weird little gay nerd club and that’s been about it. This year I’ve joined a couple of building committees and I’m chairing another one (this one, excitingly, is actually a paid position) and I’m also starting a Math tutoring group next week.
Hey, have I mentioned that my teaching partner is on indefinite leave? As in, they might be back next week and they might not be back at all, haha don’t bother making any long-term plans about anything because who the hell knows? Because that’s happened, leaving more or less exactly half of our 8th grade students without a math teacher. They’re still writing lesson plans and (presumably?) grading assignments, but … well, I don’t know if you’ve ever written lesson plans before, but writing lesson plans for subs for more than about three days in a row is actually impossible. Not in the sense that you can’t write them, because of course you can, but everyone involved recognizes that you are actively hallucinating if you think that whatever is going to actually happen in your classroom has any real chance of matching whatever you put in your lil’ plans over there. You’re even more doomed if you expect your kids to learn anything while you’re gone, because no one is going to teach them– a shockingly (and yet, not surprisingly) high number of middle school teachers cannot actually manage eighth grade math, much less Algebra 1– and they’re not going to be paying any attention to whatever the sub is teaching anyway.
Written directions? Pfah. Witness, from my Canvas for my Math class:
See that third paragraph? For reasons that aren’t interesting, homeroom isn’t meeting tomorrow, and usually Thursday homeroom is Math IXL time. I’m making my kids do it anyway because I am a heartless bastard.
I am predicting that zero of my over-a-hundred 8th graders notice that paragraph. We’ll see if I’m right.
Anyway, point is, you can’t type a document and then expect these kids to use it to learn anything. It is to laugh. Na Ga Ha Pen.
I emailed all of the kids in my partner’s Algebra class this evening to let them know about the tutoring sessions. We’ll see if I have a roomful of kids I don’t know panicking about their grades on Tuesday afternoon.
Guess what my 8th graders are doing in Math tomorrow?
This hasn’t been a bad week, all told– although there was Some Shit going on today that I’m probably going to have to talk about eventually– but, man, there was a palpable loss of enthusiasm from the kids, which you can really see in the last five assignments. Today’s assignment was on paper and I haven’t entered it yet– I think most of them turned it in, but who knows.
Anyway, tomorrow is gonna have to be the first come-to-Jesus meeting of the year. I’m so looking forward to it.
EDIT: Just for the hell of it, I emailed all my parents the above image. Tomorrow’s gonna be a blast.
So we’ve got a new curriculum for math this year, and like most curricula in 2025 there’s what was supposed to be a robust online component to it. My kids took a math test last week, and I discovered while they were taking the test that a question about exponents that asked them to show their work had not provided any way to put a number into a superscript.
Which, y’know, feels like it might be a massive fucking oversight.
We’re moving into the real number system this week and they’re starting off with terminating and repeating decimals, so a lot of moving back and forth between decimals and fractions. I spent an hour beating my head against their system and for the life of me I cannot figure out how to designate a repeating fraction. Is there a help system? Of course not. Check this out:
It seems like typing in an answer, highlighting the repeating decimals and then clicking that tiny button which I had to hunt for for twenty minutes (and remember, my kids are working on iPads, which make highlighting anything a huge pain) puts the repeating decimal line– which is called a “vinculum,” by the way– above the numbers you’ve highlighted.
Take a second and stare at the options in that text box and reflect upon the fact that this is supposed to be for 8th graders. I do not have the slightest idea what probably 90% of the icons on that thing are referring to, nor do I really have any idea what is supposed to be designated by an arrow pointing at three diagonal dots.
Unfortunately, it doesn’t work:
The top box is how it processed my entry. Why is there extra vinculum to the right of the seven? No idea, but it happened every time I tried. You’ll notice nothing extra is lined in the actual entry above. Why is the 27 in the bottom “correct” answer centered under the vinculum? Also no idea. I was not able to get a single answer correct involving a repeating decimal and absolutely nowhere was there any sort of help option that might have shown me what to do.
I sent an irate email to my team about how bullshit this was and I’m done for the night. I’m going to have these kids writing on the backs of shovels with coal by the end of the year. I’m so done with educational technology at this point that I can’t see straight.
“Dipshit groyper in it for the lulz” was not one of the identities I had considered for the shooter.
I need to figure out what it is about the first test of the year that causes all my kids to turn their brains off. Because I’m pretty sure I’m four, maybe five years deep where after the first test I wanted to quit my job and go pick onions for a living. My next classes are going to be yet another one of those situations where I have to struggle to keep the words fucking idiots from escaping my lips. Tell me, gentle reader, what do you think about this statement:
Any number to the power of 0 is 1.(*)
I feel like that’s pretty unambiguous!
Can you explain to me why, in a question about the power of zero, where the notes stated that any number to the power of zero is one, some students said that no, this number wouldn’t equal one, or worse, that some of the example numbers would only sometimes equal one? Gentle reader, can you give me a single example in mathematics of the word sometimes showing up when we’re talking about something equalling something else?
Christ, I’m tired.(**)
(*) For the purposes of this conversation, remember this is 8th grade math, and we’re going to ignore the fact that there’s debate about whether 00 equals one or zero. They’re not going to get asked about that in 8th grade. Literally every other fucking number equals 1 when raised to the power of zero, and I’m willing to tolerate a tiny inaccuracy in what I thought, again, was a clear and unambiguous statement.
(**) I have had this exact conversation, multiple times: “The rule is any number to the power of zero equals one. What’s three to the power of zero?” “One.” “What’s twelve to the power of zero?” “One.” “What’s three hundred to the power of zero?” “One.” “What’s negative four to the power of zero?” “… negative one?” “The rule is any number to the power of zero is one.” “Oh, one.” “What’s point five to the power of zero?” “… point five?”
It was an insanely long day– I looked at my watch at one point, fully expecting it to be 7:30, and it was 2:30– but I am home now, and I can sleep, and somehow it is not Friday and I have to go back to work tomorrow. In the meantime, though, have classroom pictures. In some ways it’s very similar to last year, but I like the tweaks I’ve made an awful lot.
