Good illustration of the differences between my two precal sections; scores on a warm-up/review on factoring quadratics. One of these classes has 11 students, one has 22. Guess which...
And yes, I missed about two months of this. It was a rough couple of months (and the winter break), but I want to get back to it, so hello, semester 2!

Wedgies in precal and the legend of congruence in geometry. 
Got some sleep last night, and working through my "how to read your test scores" lesson with the kids. Lots of resistance. They also told on me to the principal, who sat through my 2nd period rendition and totally backed me up! Lots of parent emails coming in, but I'm dealing.
The kids, at least in a couple of classes, are starting to get it, too. They're asking really good questions, and you can see in their faces when they start getting over the shock of "Mr. Jon thinks 85% is good" and start realizing "I know how to get 100%". Hopefully that will start permeating through the ranks soon.
​Actually, hopefully they'll stop thinking about those f*cking percentages altogether... One can dream.

Don't know how I feel about this... They asked for it, so I'm giving students a voice? 20% of them didn't do their work this week, including the loudest voices for change.

I just love this LOC proof. Students, eh, maybe some of them. 
Getting a lot of traction from MARS card sorts, but never get them done in time, especially with the formative assessments in them...
Another really rough day with the last period PC class. Class devolves, ss can't stay focused on any task without me hovering and badgering. Ended up asking them what to do. They want textbooks, and they want me to lecture. I agreed to give them textbooks, if they took them home and never brought them to class. Also, start class with working some problems, but no more than 15 minutes. Also told them that if I'm making these changes, they need to make some too. We'll see.