Typical GED Math Class Flow:

 

1. Take roll

a.  Note whether the student was on time

b.  Note whether the student attempted the homework

c.  Be sure to complement the students that put in good efforts on their homework

d.  Reiterate to the students that did not work on their homework that when they signed up for GED classes they committed to do homework. Also tell them that their likelihood of passing the math test is poor if they do not do homework.

 

2. Go over the homework problems that the students had trouble with

a.  Take turns asking student’s which homework problem/s they would like to have explained

b.  Repeat until all problematic questions are explained

c.  Be careful with the student that asks to see all of the problems: he probably did not put enough effort into his homework

d.  Show respect for the students that gave a good effort: keep the class moving for those students putting in the effort

 

3. Lecture about a new topic

a.  Before jumping into the details of a topic, make an effort to develop the student’s background knowledge. Do this my providing a real-life example or by dialoging with the students about the subject.

b.  Lecture about the topic while walking the students through some very simple and applicable examples on the board. Stick with simple examples until you think most of the student’s grasp the concept.

 

4. Provide some simple examples from the textbook or the workbook

a.  Use a roundtable approach where the teacher reads the question and then asks a particular student to solve the problem. Take turns so that all students have a chance.

b.  Go over the problematic questions in detail on the board

 

5. Have the students individually work through related problems from the test book

a.  The test book has 9 sample GED tests. All of the questions are “tagged” by problem type. There is a table in the front of the book that shows where to find particular types of problems.

b.  Using the problem-type table, write all associated problem numbers on the board.

c.  Have all of the students work individually on one problem at a time. Show the proper solution on the board after most of the class has finished the problem.

d.  Finish as many problems as time permits. Use the beginning of the next class to finish all of the problems.

 

6. Assign homework

a.  Assign homework from the textbook. Typically a few pages of reading and 2-3 exercises at a time.

b.  Try to save 10-15 minutes at the end of class to get the students started on their homework.

 

7. Send out a summary email

a.  Include the current homework so that other teachers can stay abreast of the class work

b.  To report on students that you think would be ready to take the GED math test in about a month.

c.  To report on students you feel will be ready in two months.

d.  To provide heads-up on particular students that are having difficulties: they may need one-on-one tutoring

e.  To report on students that are not showing up or consistently not doing their homework