Both classes I had did not meet expectations.
However, after analysis of data, I realised my better P4 group is underperforming more. I am not whinning for sympathy. I have done difficulty correlation test, relative comparison etc. My better P4 is underperforming compared to a weaker group. Very obvious, the problem has to be me, the teacher.
This is the second time I underperformed. Why? I did as much if not more than what I used to. There are more practices and more measured time allocate for "fun" activities. After some ample time reflecting ( thanks to a useless conference where I am sitting through but no longer listening) I realised there are many assumptions that I made that were wrong.
I am aware that there are colleagues (teachers) within my readers. So let's go. Hope we don't make the same mistakes. First, the excuses:
1) different pupils, differeny profile with weaker cultural assets, and also pupils are not used to my teaching where answers are not forthcoming. They just need more time.
The above where true, is simply not the cause of underperformance.
I wrongly assumed the following:
1) obedience and quiet pupils who did their school work diligently as motivated pupils who need no scaldfolding. Do note that I am not blaming my pupils. I am blaming myself for complacency. I did not break down the notes into small parts, be I thought I should not spoonfed them too much, expecting them to go beyond the notes, in actual fact, I again wasted a good 10 week window.
2) I believed my pupils have better foundation than my previous school pupils. I think I am right about them but wrong about the assessment difficulty. I taught too slowly. The bag of tricks which is sufficient is not inadequate.
3) Well-behaved pupils need less monitoring. I used to be always at my pupils' neck because they are mischievous and have problems passing up homework. I do not have such issues here. What a blessing. Such that I do not insisted that they show me the notes taking etc. Again,my pride lead to fall.
4) It is not the engagement and social activities that I planned for them that I should remove. I should really not barked up the wrong tree. The paper which did determine their marks is really different, and I am still living in the past thinking how can brighter pupils who are also obedient do worse. They can, because the difficulty is different, and also their misunderstanding of concepts, no matter how small, is masked by their obedience and diligence in handing in work so much so that I slack in monitoring.
Twice bitten, twice the pain. Hope I get it right next term. Cheat me once, shame on you, cheat me twice, shame on me. The shame is mine... Sigh...