How has individual support been helpful to underachievers to improve

their performance in my Mathematics class?

Small scale qualitative research study focussing on some students of Grades 7-9

CHANDAN SINGH GHUGHTYAL iPGCE, Cohort 2 (2014-2016), UCL Institute of Education, University College London

Children are not the vessels to be �lled but the lamp to lit - Swami Chinmayananda

Most students started loving the subject and participated in the classroom activities Everybody startrd responding in class and most of the students improved their scores in tests. In formative

assessment the percentage growth is around 8-10%, whereas in summative assessment the growth is 4-7% Most of the students were found engaged in the subject The maths phobia seemed to be declining in my class In the flipped class and in classroom discussion, the underachievers took part enthusiastically and played key role Most of these students have started doing question independently

Findings Transferability

Smooth transaction of concepts with strong bonding between students and teacher

Solving non-routine and HOT questions on regular basis

Continuous formative assessment to check the understanding level

Be not afraid of going slowly. Be only afraid of standing still - Bertie Kingore

To know each individual through their profile and needs Using tests to create a positive mindset Ways to bolster students' confidence Communicating high expectations Confidence-building strategies in action Helping students to retain Information through remedial classes

Methodology

I have a strong belief that effective learning takes place if there is a bond between

learners and the teacher. Individual support strengthens the bonding and enhances the

learning effectively. If the support is provided in and outside the class then abstract

ideas can be delivered by simplifying them concretely. Personal care, engagement,

collaborative learning, continuous comprehensive evaluation (CCE) would be the key

aspects of concrete reflection upon learning.

Hypothesis

Lack of personal attention for low achievers Absence of positive environment Need to bolster their confidence Absence of a wide range of differentiated instructions in class Non-existence of positive mindset Inappropriate resources Low expectations

Rationale