I thoroughly enjoy teaching them. They are the students that constantly challenge me to be a better teacher.
We realized in the first year we offered the class that traditional instruction just doesn't work for them. We also realized that the Fs over 50% of them received that first year were for homework completion, and not for what they actually knew and understood. We had to do something different to not only find out what they knew, but also to get them to learn.
This is why I do goofy things like have them get up and be a displacement-time graph. Below is all they get at the start of an assignment (I should really write this up in an actual document some day, huh?):
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I wanted them to truly know, understand, and be able to do, not memorize and forget. That's where my "be a graph" activity came from, so students could learn how to really interpret motion graphs. To truly see and interpret what the motion graph is trying to tell them about an object's motion, they had to be the motion graph.
It's not a perfect activity, but it generates a lot of "OHHHHHHHs" and "Wait a minute--how could that bes" and "No I think YOU'RE wrong about what this graph looks like--let's go ask Mrs. Es." It produces a lot of beautiful discussions that are educational music to my ears. It gets students up, moving, and learning, and it looks like this:
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"Mrs. E, I thought this was going to be easy at first. Now I realize I didn't really get this at all."
"I was mad that you didn't just give us notes on this. But now I see that if you had done that, we wouldn't really understand."
"Mrs. E, you're such a jerk." (This is a term of endearment in our classroom. I am a jerk--a jerk for learning.)
I can't do the learning for them, but I can design activities so they can do the learning and experience real learning. I'm not a master at it yet by any means, but I know that doing these types of activities are usually better than any worksheet I can give them.