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Students hadn't learned ABA form so teaching them ABACA (Rondo) form was too much.

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The SLO question for the 11th graders asks students to delineate the techniques used to support the author's argument.  This proved impossible until I helped them remember the Rhetorical Techniques we had previously studied and how those behaved within the text

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The SLO question for the 11th graders asks students to delineate the techniques used to support the author's argument.  This proved impossible until I helped them remember the Rhetorical Techniques we had previously studied and how those behaved within the text

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Students need to understand clearly like mathematical vocabulary like what the word "and" means before they can be able to understand addition, like connecting the word "and" and plus sign.

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Student lack historical knowledge, which is a highly important when a teaching a recurrent topic or new topic as well. 

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Student lack historical knowledge, which is a highly important when a teaching a recurrent topic or new topic as well. 

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Students could not read graph positive and negative.

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Students could not read graph positive and negative.

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Student was not capable of multiplying in pairs.

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Student was not capable of multiplying in pairs.

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I should have had the students use manipulatives or the use of number lines to help students to grasp the concept of rounding decimals.

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Student has difficulty identifying some numbers from 1-20; this extends to difficulty with addition and subtraction in standard equations.

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This was actually very tricky to teach, a few of my advanced students understood. Overall I know I must revisit this skill again, most of the class were very confused.

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Teaching words but some students were having problems with letters.

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Teaching words but some students were having problems with letters.

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Students should have prior knowledge of what from the lesson before the new lesson.

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Students should have prior knowledge of what from the lesson before the new lesson.

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Students could not identify some of their letters and/or sounds when trying to teach how to read

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Students didn't know how to use evidence from a article to write a paragraph and this hindered moving on to writing and analysis essay.

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Students didn't know how to use evidence from a article to write a paragraph and this hindered moving on to writing and analysis essay.

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Subtraction and the use of open number lines when solving word problems.

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Subtraction and the use of open number lines when solving word problems.

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Introduction of new math vocabulary (addition equation) but can't break down word problem.

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Introduction of new math vocabulary (addition equation) but can't break down word problem.

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Students did not understand the 6 phases of matter changes before I could teach how thermal energy effects the states of matter

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Students did not understand the 6 phases of matter changes before I could teach how thermal energy effects the states of matter

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Students did not understand repeated addition and could not understand multiplication of equal groups.

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Students did not understand repeated addition and could not understand multiplication of equal groups.

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When I found out the students did not understand shapes before we tried to find symmetry. This is when you stop and do a teach/ reteach lesson before anymore confusion happens.

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The students tried to learn telling time to the minutes but realized most of them cannot remember how to  skip count by 5

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Tried to teach reading sentences but soon realized students did not know their sounds.

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Students lack understanding of comprehension therefore hinder ability to write event in a sequential order by summarizing.