Class Swapper

Last week was state testing. In the spring, the schools are all mandated to do these official tests that the state then uses to classify schools and check progress and that sort of thing. 

As a sub (even a long-term one), I was not required to proctor the testing. But I was required to be on campus. "My" classroom was being used to administer the test. So, I borrowed the desk of the class' co-teacher as she has a desk in the special ed learning center. 

The testing block was the first two hours of the day. You might think having to be on campus was a bad thing, but I had actual work to complete. The computer science classes had turned in their resumes, so I had to grade them. Then once I got those done, it was again time for progress reports, so I had school time to input grades.

Oh, and I also got the math classes' test and study guide for that test finalized. That took longer than expected as I forgot to include one of the problem types on the study guide. And there was one problem on the test that would not format no matter what I did.

(Every time I tried to move this triangle to the spot it should appear on the test, it vanished from the test. I won't go into how many times I tried things to get this to work. In the end, I had to just leave it where it was and modify the other questions to work around it.)

Just when I was back in the classroom...

The math teacher next door was also a coder at one time, so he's familiar with computer science. Mr. J had asked him to explain something to the computer science classes. But Dr. K had his own classes. Of course.

Well, there was a simple solution. We traded classes. Dr. K explained what the kiddos needed to know. And I watched Dr. K's kiddos take a test. I got the easy part.

Make Ups

Remember Jordan?

Jordan is in Mr. J's second period sophomore math class. She pretty much took the month of February off. And much of March. And April. She merited a blog mention when she was surprised her grade had dropped because of a missing test (that I didn't just cancel for her). 

Since I last mentioned her, we had another test in the math class. That put her two tests behind. 

Just after we took the second test (with me), Jordan managed to come to class and... gasp... make up that first test. And she did pretty well on it. (She didn't get an A, but she didn't fail it, either.) 

Tuesday. Jordan showed up to class. And she asked if she could make up that second test.

Well, of course she could.

While I was teaching the last lesson in our current unit, Jordan finally got caught up on her missing test. 

At the end of the period, Jordan turned in her test. And then she asked me, "Will this be in the gradebook right away?"

Ahem. 

Before she left, I restated something just for her that I had told the whole class. Thursday we'd do a study guide for a test that would happen on the following Monday. (By the time you see this post, that test will have happened.) 

Will she show up on Monday and stay up-to-date? I'm doubtful. But we'll see. 

(If you ask me in the comments, I'll be able to tell you whether she was there or not.) 

Zealous Advocate

What if? It's the basis of many stories. We ask. We ponder. We wonder. 

On Tuesdays I throw one out there. What if? It may be speculative. It may stem from something I see. It may be something I pull from the news. 

Make of it what you will. If a for instance is not specified, interpret that instance as you wish. And if the idea turns into a story, I'd appreciate a thank you in the acknowledgements 😉

What if that person that your friend is so zealously defending is dangerous? 

Today's A to Z Challenge post brought to you by the letter

Yarn Bag

My condo complex has a laundry/mail room. In it, there's a table where people can leave things they wish to get rid of. I once left some candy that I did not like, and the person who came in right behind me took a look at it and took it with her. 

Last week I went to retrieve my mail when I saw this on the table:

Well, of course I poked around. Stuck in the various balls and skeins of yarn were knitting needles and crochet hooks. And there was more yarn crammed inside.

I resisted. 

I don't really need any more yarn. I still have skeins and balls that are sitting, waiting for me to get some idea of what to do with them. I still have a couple skeins of that blanket yarn...

I finally figured out what to do with my leftover blanket yarn. I spied some kiddos at school toting around big, squishy amigurumi critters. Made out of blanket yarn! My mind is whirling. 

Now it's just a matter of finding the right pattern/critter that will work with the colors I have. I am not going to go out and buy more blanket yarn. I do not need any more yarn!

I need projects. And since nothing is really calling to me, I can figure out projects based on the yarn I have on hand.

Like amigurumi critters. And Christmas string lights. (I made another one this week.) 

Today's A to Z Challenge post brought to you by the letter

X Marks the Side

In my continuing quest to have a Saturday with just an image, I present:

This is what I've been doing with the math classes. 

For the record, that X is the hypotenuse of this right triangle, and the trigonometric function needed to solve it is cosine. (I've been working these problems step-by-step with the kiddos. Some of them have been struggling with this, although that's to be expected as the concept is new to them.)

So: cos 43° = 36/x

Then: x = 36/cos 43°

This they can punch into their calculators to solve. (It's 49.2.)

Dangnabit! I didn't get away with no story for today, did I? Ah well...

Today's A to Z Challenge post brought to you by the letter

Worrisome Information

I got my door lock fixed! Finally.

(ICYMI: The lock on the inside of my car, driver's side door, broke one day. It's been months, but I finally found someone to fix it. As it turns out, the school where I'm doing my long-term gig has an auto shop. They took a look at the lock, recommended the part they'd need to fix it, and I ordered it. When I picked it up, I fell. So, this has been an ongoing ordeal for me. But it's finally over.)

Wednesday. I dropped off my car at the side gate of the school (rather than parking my car in the parking lot), and I went about my day as normal. At the end of the day, Mr. A, the auto shop teacher, informed me that things weren't quite all good. It took him a bit to get my car door put back together.

My car is thirty-one years old. Students were working on the fix. While the lock mechanism was fine, my door lock is showing its age. And now I can again lock my door from the inside.

But that was not what was worrisome...

Thursday. Fifth period.

The students were entering the room. Adriel passed by me. 

"I put the lock in your car." 

I really, really hope my face went blank, because my mind was whirling. 

I mean, it's okay, right? I had driven my car home. I worked the lock. The lock worked. It was okay...

Just because Adriel doesn't do math doesn't mean he's a terrible auto shop student, right? Right?!?

(I checked. He has an A in auto shop.) 

I mean, I agreed to have the students work on my car. I trust that Mr. A didn't leave them in incapable hands. He supervised. 

It's okay. It's fine. 

(I've been driving my car for days since then. The lock works. It's fine. It's fine!)

Today's A to Z Challenge post brought to you by the letter

Valuable Lesson?

Wednesday. Second period.

I was already frazzled. We had a late start due to state testing, and then they threw a fire drill on top of that. 

But we were back in the room, and I had the notes projected as I explained how to do the problems.

We're doing trigonometry, basically the intro stuff. They are just learning about sine, cosine, and tangent. So, I was taking it slow. 

I had a problem up. We were using tangent. I had them put the calculations into their calculators. And the number they got was not the number on my key.

(I know what I'm doing, but I also have a key with the problems worked out in front of me. I mostly glance at it for the answers.) 

So, I went and got a calculator and punched in the numbers myself. I got the same answer. 

I wrote it down and moved on.

As I worked the next problem, I looked back at the previous problem, and I realized what the issue was.

I did it wrong.

I erased the problem, continued working the example I was on, and got the answer in the key. Then I went back to the previous problem.

"What did I do wrong here?" I asked them.

Elliot replied that I used cosine instead of tangent (it was supposed to be tangent). Elliot is one of the students who's doing well. (Although, he was in the group of four boys who all got the same wrong answers on the test. I assume the others copied him.) 

I agreed, and I then did the problem correctly (getting the same answer as the key). Then I moved on.

I mean, I felt stupid. I've been going over how to figure out which function to use for which sides are given in the problem, and I go and get it wrong. 

But then again, mistakes happen. And I caught it before we got too far. 

I try to let them know that it's okay to make mistakes. I do it too. 

But it still rankled. 

I'll get over it. Eventually.

Today's A to Z Challenge post brought to you by the letter