Maybe I shouldn't have started this blog now, not with everything that's been going on.

The other day I was talking about the Language Zone in my student edition online chronicle . During the same faculty meeting one of the math teachers also suggested a Math Clinic. For some reason, calling it the Math Zone made some of the teachers who were present comment that it sounded like something the students were supposed to be wary of like a danger zone or a no parking zone.

This was because she said around twenty percent of her classes could not keep up with their lessons. Of course, this could probably be attributed to the fact that all of the repeaters are in their classes, and none in mine.

In fact, I said that I had a passing rate of eighty two percent in my first quiz, something that I could e-mail to former co-teacher Mila about abroad, and she would be envious, compared to the averages she got from the exams she gave when she was here.

The Dean attributed this to the fact that my students are mostly engineering and computer science majors. When asked for the reason behind this after all their attempts to mix all the degree programs, the fact that my class does not meet on the third day of the week of classes was pinpointed. Since on the same day the engineering and computer science students usually have lab classes, they did not take the classes (handled by my co-teachers) that met on the third day and had their free day on the fourth day of the week of classes.

For now the teachers are just providing additional exercises to the students during their at least two-hour long daily consultation periods, and there they are able to catch up.

The Dean suggested dividing the topics or consultation hours among all the teachers handling the Mathematical Methods One classes though.

This is limited though to the students who approached the teacher about understanding the lesson, or those that the teacher have called to see him or her after the class and they have responded.

There is still no accounting for students who do not take the initiative to approach the teacher even if they do not understand the lesson. The same goes even more for those who the teacher has already noted to be not doing too well in the class, their attention has been called to it, yet they have not done anything to improve their standing.

There was also a question raised about grouping the classes according to performance via the diagnostic test like last school year, and a verbal report (instead of formal written) was given about how it really didn’t help grades in the end.

And that locks up session 624. For now, class dismissed.